Creativity and Enquiry in Action: a case study of cross-curricular approaches in teacher education

Abstract

The current Key Stage 3 National Curriculum for England orders that our education foster determination, adaptability, confidence, risk-taking, enterprise, creativity and enjoyment in a cross-curricular context in pupils. To appreciate these dimensions student teachers need to have multiple opportunities to experience such a curriculum for themselves.  However, initial teacher education is an intense and demanding experience; student teachers veer between phases of basic survival and personal innovation as they develop their individual pedagogy and personal philosophy. For new secondary teachers their own subject specialism forms a core feature of their emerging professional identity and can act as a barrier to collaborative practice beyond that specialism.  This paper discusses one example of a cross-curricular approach in which Art and Geography PGCE students reflect on their experiences of a collaborative event designed to break down subject barriers while exploiting the potential of subject specialism.  Data collected from semi-structured interviews conducted with a sample of students during the two-day event is discussed.  Data revealed that critical outcomes of the event included the practice and development of genuine collaboration, negotiation, teamwork, and leadership.

Key words:  role-based enquiry; creativity; cross-curricular; subject specialisms