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Creative students need creative teachers: Fostering the creativity of university teachers: A blind spot in higher engineering education?

机译:有创造力的学生需要有创造力的老师:培养大学教师的创造力:高等工程教育的盲点?

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Fostering students' creativity is one indicator for good teaching and learning in higher engineering education. Recently, several approaches for fostering creativity in higher engineering education have been developed. In Germany and other countries, innovative learning and teaching concepts that allow students to unfold their creativity have been put into practice. However, further education trainings for teachers in higher education have shown: university teachers' creativity lacks a courageous attitude to change their teaching in order to foster students' creativity. In this paper, the connection between creativity and courage is presented and used to analyse the experiences that have been made with the task “do something unusual” in further education trainings. As a result in can be statet that students mainly fulfill the task “do something unusial” appropriately, while teachers mainly show strategies of pseudo-solving. The reasons for resitance and avoidance seem unclear, yet. Nevertheless, the implementation of innovative learning scenarios is a creative process itself, and teachers' courage has to be promoted in order to overcome fears that emerge in creative situations.
机译:培养学生的创造力是高等工程教育中良好教与学的指标之一。最近,已经开发了几种在高等工程教育中培养创造力的方法。在德国和其他国家/地区,实践了创新的学习和教学理念,使学生能够发挥创造力。但是,对高​​等学校教师的进修培训表明:大学教师的创造力缺乏勇于改变他们的教学以培养学生创造力的态度。在本文中,提出了创造力与勇气之间的联系,并用于分析在继续教育培训中“做点不寻常的事”任务所获得的经验。结果可以说明,学生主要完成适当的“做一些非常规的事情”,而老师主要表现出伪解决策略。抵制和回避的原因似乎还不清楚。然而,实施创新性学习情景本身就是一个创新过程,必须提高教师的勇气,以克服在创新情况下出现的恐惧。

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