C.C. Wong, Kristiina Kumpulainen, Anu Kajamaa, Collaborative creativity among education professionals in a co-design workshop: A multidimensional analysis, Thinking Skills and Creativity, Volume 42, 2021, 100971, ISSN 1871-1871, https://doi.org/10.1016/j.tsc.2021.100971
Collaborative creativity among education professionals in a co-design workshop : a multidimensional analysis
|Author:||Wong, C. C.1; Kumpulainen, Kristiina1; Kajamaa, Anu2|
1University of Helsinki, Siltavuorenpenger 5A, 00014, Finland
2University of Oulu, P.O. Box 8000, FI-90014, Finland
|Online Access:||PDF Full Text (PDF, 4.1 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2021112256333
|Publish Date:|| 2021-11-22
Educational change in schools calls for collaboration-based creative actions from teachers. However, most studies on collaborative creativity focus on students’ creative teamwork, whereas research on collaborative creativity among teachers is scarce. Drawing on group creativity studies and scholar Keith Sawyer’s (1999, 2012a) concept of constraining shared frames, this paper discusses a qualitative case study on collaborative creativity among education professionals who have co-designed pedagogical activities related to environmental education. In this study, we asked the following: 1) How are individual creative acts negotiated in the co-design process? 2) How does a constraining shared frame of collaborative creativity emerge in the group’s co-design process? 3) How does the material tool (i.e., the Storyboard) mediate the group’s co-design process? To address these questions, a framework was created and used for analyzing participants’ collaborative creativity across individual, social, and material dimensions. The individual dimension focused on participants’ generative-evaluative creative acts and the mobilization of their pedagogical design capacities. The social dimension directed attention to participants’ negotiation of evidence and the emergence of a constraining shared frame of collaborative creativity. The material dimension focused on how material tools, especially a tool called the Storyboard, mediated the participants’ negotiation and creativity. Our findings unpack the multidimensional and tension-laden nature of creative processes among education professionals and widen the understanding of forces that both constrain and enable collaborative creativity. Our study also points to the significance of co-design tools that facilitate multiprofessional negotiation and transcend constraints.
Thinking skills and creativity
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
This research was funded by the Ministry of Education and Culture Finland through the Joy of Learning Multiliteracies research and development program and was supported by the Playful Learning Center, University of Helsinki, Finland.
© 2021 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).