Fostering creativity from an emotional perspective: Do teachers recognise and handle students’ emotions?
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10798_2014_Article_9298.pdf
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490.65 KB
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Checksum (MD5)
ce7c22c6bfc1a5c77efc64268376321f
Author(s)
Wong, Yi Lin
Siu, Kin Wai Michael
Date Issued
December 2014
Journal
International Journal of Technology and Design Education
Publisher
Springer Netherlands
Citation
Siu, Kin Wai Michael, and Yi Lin Wong. “Fostering Creativity from an Emotional Perspective: Do Teachers Recognise and Handle Students’ Emotions?” International Journal of Technology and Design Education 26.1 (2016): 105–121.
Version
Author's final manuscript
Abstract
Emotions have a significant effect on the processes of designing and creative thinking. In an educational context, some emotions may even be detrimental to creativity. To further explore the link between creativity and emotion, a series of interviews were conducted with design and technology (D&T) teachers in Singapore, Hong Kong and Beijing concerning their experiences of working with students on design projects. The intent was to investigate how these teachers understood and managed their students’ emotions while teaching creative design skills. Some teachers indicated that they understood their students’ emotions through observing their behaviour, connecting with them by synchronising emotions or by evaluating student performance. The teachers also reported using various other methods to handle their students’ emotions. This study highlights the importance of equipping D&T teachers with skills for awareness and regulation of emotions so that they can better enable students to cultivate creativity in the design process.
MIT Department
Massachusetts Institute of Technology. Department of Architecture
Terms of Use
Article is made available in accordance with the publisher's policy and may be subject to US copyright law. Please refer to the publisher's site for terms of use.
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DOI of Published Version
https://doi.org/10.1007/s10798-014-9298-4
