Developing a Pedagogy of Creative Learning to Support Saudi Pre-Service Teachers in their Teaching for Creativity

Abstract

This research aims to establish a pedagogy of creative learning for pre-service teachers, focusing on promoting creative learning and teaching, aligning with Saudi Vision 2030 goals. Consequently, this thesis investigates the development of Saudi female pre-service teachers’ perspectives on teaching for creativity through the sessions of creative learning. The study also explores the viewpoints of teacher educators on creative learning in the Saudi educational context and examines the factors influencing the preparation of creative teaching practices for pre-service teachers. The sessions of creative learning implemented in this study are grounded in Lucas et al.’s (2013) five-dimensional model of creative habits of mind. These sessions are designed to enhance the experiences of Saudi pre-service teachers in terms of creative learning and teaching. This study adopts a qualitative research methodology from an interpretive and social constructivist perspective. The research design follows an action research approach. The participants in the study comprised fifteen elementary female pre-service teachers and twelve teacher educators from aneducation college located in eastern Saudi Arabia. To gather data from the pre-service teachers, two methods were employed: reflective written journals and a focus group. Semi-structured interviews were conducted with the teacher educators. The data analysis process employed the reflexive thematic analysis model proposed by Braun and Clarke (2020), utilising NVivo as the software program for analysis. The study’s findings underscored the need to integrate creative learning and teaching in teacher education and higher education, emphasising its value for advancing the Saudi education system by preparing creative pre-service teachers, which could potentially reduce the current Saudi gap. The findings also show a significant relationship between discussion, reflection, and collaboration, which play a vital role in the pedagogical and professional development of pre-service teachers in their views and teaching experiences. Moreover, this research found some affective factors under three categories: (1) factors related to educational setting, (2) factors related to teacher educators and lecturers in the college, and (3) factors related to pre-service teacher in the placement. Building on these findings, the research suggests a framework to support the development of creative learning and teaching among pre-service teachers and their educators in Saudi Arabia. Highlighting the significance of engaging with theory, practice, and research. This framework also emphasises the need to provide opportunities for discussion, reflection, and collaboration. These elements are central to the pedagogical approach of creative learning and teaching for both preservice teachers and their educators. The framework also advocates for the incorporation of key creative dimensions (habits) into existing courses and placement practice. Lastly, it acknowledges the importance of considering the sociocultural factors in teacher education programmes. The research conclusion highlights the implications and provides some recommendations for policy and for future research.