The purpose of this paper is to reflect upon the process that underpinned and informed the development and delivery of a “creativity-led” credit-bearing teacher training provision and to illuminate key factors of influence for the approaches to teaching and learning.
Based on the assumption that sustaining enterprise education involves developing educator capacity, networks of collaborating educators from different institutions and subject disciplines developed transdisciplinary pedagogical strategies. These were delivered to two pilot programmes, with a cohort of 18 in each.
Feedback from the pilots suggest that creativity-based pedagogies are effective triggers. They motivate educators and enable specialists to develop subject-related content.
The paper highlights the need for a more developed understanding of creativity, innovation and opportunity recognition, so that enterprise education starts with ideas generation, not merely ideas evaluation.
Understanding creativity and innovation is emergent and there is a dearth of understanding, especially in teaching and learning for enterprise. The paper illuminates a developmental process that has responded to this shortfall.
The authors wish to acknowledge the support of the following organisations and networks, without which this new provision could not have been developed. Welsh Government, Enterprise Educators UK, the Quality Assurance Agency for Higher Education and the Welsh Enterprise Educators Network.
Penaluna, K., Penaluna, A., Usei, C. and Griffiths, D. (2015), "Enterprise education needs enterprising educators: A case study on teacher training provision", Education + Training, Vol. 57 No. 8/9, pp. 948-963. https://doi.org/10.1108/ET-03-2015-0016Download as .RIS
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