CREATIVE METHODS PRACTICING TECHER TRAINEES EMPLOY IN TEACHING

Abstract

The purpose of the study was to examine creative methods practicing teacher trainees employ in teaching. This is an exploratory qualitative study of 20 in-service teacher trainees undertaking a Postgraduate (PG) Master in Education programme at the University of Dodoma, Tanzania aimed at designing a conceptual paradigm for creative pedagogy within the context of study. The phenomenographic method was used in the collection and analysis of data by identifying categories of description pertaining to the understanding and experiences of the phenomenon of creative pedagogy by participants. The study revealed that creative pedagogical methods and strategies cut across subject domains and levels of the school system. It is recommended that the training and practice of creative pedagogy would be anchored on a socio-cultural ethos of creativity.