Speakers
Abstract section 5: References
Lin, Y. S. (2011). Fostering creativity through education: A conceptual framework of creative pedagogy. Creative Education, 2(03), 149–153. https://doi.org/10.4236/ce.2011.23022
Lynn, M. R. (1986). Determination and qualification of content validity. Nursing Research, 35(6). https://doi.org/10.1097/00006199-198611000-00017
Putri, I. G. A. P. E., Widdop Quinton, H., & Selkrig, M. (2023). Reshaping teaching in higher education through a mandala of creative pedagogies. Teaching in Higher Education, 29(8), 2075–2094. https://doi.org/10.1080/13562517.2023.2193665
Abstract section 1: Relevance
Creativity is increasingly valued across professional fields, including education. Creative teaching is essential for fostering creativity in LOTE instruction (Lin, 2011) and may also help learners develop their own creativity (Putri et al., 2023).
Abstract section 3: Content/method
Q methodology was used to systematically identify facilitators influencing creative teaching among 42 LOTE university teachers in Thailand. The Q study clustered participants into groups based on shared viewpoints. Participants completed an independent card-ordering task (Q sorting) and were subsequently interviewed. Interview data were used to support the interpretation of the emerging factors.
Abstract section 2: Contribution/research questions
What facilitators influence LOTE teachers’ creative teaching in Thai higher education?
How do these facilitators foster creative teaching among LOTE teachers in Thai higher education?
Abstract section 4: Outcomes/results
The facilitator statements were validated using the Item Content Validity Index (I-CVI) proposed by Lynn (1986). Participants’ Q sorts were analyzed using Ken-Q Analysis (KADE, version 2.0.1). The findings revealed three clusters of facilitators from the teachers’ perspectives: (1) beliefs about creative teaching and teaching methods, (2) enjoyment and teacher personality, and (3) assessment and collegial engagement. Overall, internal attributes, environmental support, and creative practices emerged as key aspects in fostering creativity in LOTE teaching.
| Title | Understanding Creativity in LOTE Teaching in Thai Higher Edu |
|---|---|
| Teaching Context | College and university education |