Collaborative creativity among education professionals in a co-design workshop : A multidimensional analysis

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dc.contributor.author Wong, Chin Chin
dc.contributor.author Kumpulainen, Kristiina
dc.contributor.author Kajamaa, Anu
dc.date.accessioned 2021-11-23T10:29:01Z
dc.date.available 2021-11-23T10:29:01Z
dc.date.issued 2021-12
dc.identifier.citation Wong , C C , Kumpulainen , K & Kajamaa , A 2021 , ' Collaborative creativity among education professionals in a co-design workshop : A multidimensional analysis ' , Thinking Skills and Creativity , vol. 42 , 100971 . https://doi.org/10.1016/j.tsc.2021.100971
dc.identifier.other PURE: 169993382
dc.identifier.other PURE UUID: 76525672-4d12-4098-a34c-4c38dcd031c4
dc.identifier.other ORCID: /0000-0002-0721-0348/work/103660128
dc.identifier.other ORCID: /0000-0003-3432-1868/work/103662942
dc.identifier.other ORCID: /0000-0002-6397-545X/work/106337261
dc.identifier.other WOS: 000729949200003
dc.identifier.uri http://hdl.handle.net/10138/336615
dc.description.abstract 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. en
dc.format.extent 17
dc.language.iso eng
dc.relation.ispartof Thinking Skills and Creativity
dc.rights cc_by
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 516 Educational sciences
dc.title Collaborative creativity among education professionals in a co-design workshop : A multidimensional analysis en
dc.type Article
dc.contributor.organization Department of Education
dc.contributor.organization Learning, Culture & Interventions (LECI)
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1016/j.tsc.2021.100971
dc.relation.issn 1871-1871
dc.rights.accesslevel openAccess
dc.type.version publishedVersion

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