Citation

Investigating Korean gifted education teachers’ conception of creativity in the overseas professional development program

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Abstract:

This study explored the conception of creativity that Korean gifted education teachers possess through the Overseas Professional Development Program (OPDP) hosted by a university in the Midwestern United States in 2009 and 2010. Participants were inservice teachers who taught gifted students at 6-12 grade levels in Korea. A total of 40 inservice teachers went over to a U.S. higher education institution to participate in a 2-week long residence model of professional development program (Sparks & Loucks-Horsley, 1989) for gifted education including creativity. This study is framed by two theories of socio-cultural theory (Tharp & Gallimore,1988) and situated learning theory (Lave & Wenger, 1991; Brown et al, 1989). Teachers went to overseas countries to experience the socio-culturally situated activity in learning by situating themselves in authentic learning situations in which they could learn about creativity. By this teachers directly experience and learn the situated character of creative problem-solving activity in advanced academia, so called apprenticeship learning model (Lave, 1996).
This study is a mixed method of quantitative and qualitative research design. Data includes a survey followed by a focus group interview analyzed with the constant comparative method (Glaser & Strauss, 1967) to find a theme among responses. Based on the two theories above, this session will specifically discuss and share the following findings about the program.
1. Results both from the interviews and the questionnaire of creativity administered before and after the intervention.
2. A model of effective Overseas Professional Development Program reflecting knowledge and skills (Grimmett & MacKinnon, 1992) of creativity.

Findings are centered on the conception of creativity that participants gained through the overseas professional development program. Implications will be discussed in terms of content, pedagogy, school visits and cultural experience and how each component played a role to meet the goals of overseas professional development for gifted educators who teach creativity.

Author's Keywords:

gifted education, creativity, globalization of professional development, socio-cultural theory, cognitive apprenticeship
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p494172_index.html
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MLA Citation:

Park, Do-Yong. and Lee, Myon. "Investigating Korean gifted education teachers’ conception of creativity in the overseas professional development program" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494172_index.html>

APA Citation:

Park, D. and Lee, M. U. , 2011-04-30 "Investigating Korean gifted education teachers’ conception of creativity in the overseas professional development program" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494172_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This study explored the conception of creativity that Korean gifted education teachers possess through the Overseas Professional Development Program (OPDP) hosted by a university in the Midwestern United States in 2009 and 2010. Participants were inservice teachers who taught gifted students at 6-12 grade levels in Korea. A total of 40 inservice teachers went over to a U.S. higher education institution to participate in a 2-week long residence model of professional development program (Sparks & Loucks-Horsley, 1989) for gifted education including creativity. This study is framed by two theories of socio-cultural theory (Tharp & Gallimore,1988) and situated learning theory (Lave & Wenger, 1991; Brown et al, 1989). Teachers went to overseas countries to experience the socio-culturally situated activity in learning by situating themselves in authentic learning situations in which they could learn about creativity. By this teachers directly experience and learn the situated character of creative problem-solving activity in advanced academia, so called apprenticeship learning model (Lave, 1996).
This study is a mixed method of quantitative and qualitative research design. Data includes a survey followed by a focus group interview analyzed with the constant comparative method (Glaser & Strauss, 1967) to find a theme among responses. Based on the two theories above, this session will specifically discuss and share the following findings about the program.
1. Results both from the interviews and the questionnaire of creativity administered before and after the intervention.
2. A model of effective Overseas Professional Development Program reflecting knowledge and skills (Grimmett & MacKinnon, 1992) of creativity.

Findings are centered on the conception of creativity that participants gained through the overseas professional development program. Implications will be discussed in terms of content, pedagogy, school visits and cultural experience and how each component played a role to meet the goals of overseas professional development for gifted educators who teach creativity.


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