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Title
Fostering academic creativity as a guide on the side: Lessons learned by a sage on the stage
Presenters
Dr Karen Ngeow & Ms. YS Kong
Abstract:
What does a teacher have to do to ensure academic research rigor and at the same time encourage students’ voices and creativity to emerge in a research skills class? This paper is based on the action research of an ESP instructor in a research writing skills class for architectural design undergraduates.
Here, the teacher-researcher explores the multiple roles of the writing teacher who aims to fulfill two critical teaching-learning goals: first, inculcate skills that adhere to strict academic conventions and second, instill the importance of independent thought and having a voice in one’s writing. Discussion focuses on the teacher’s reflective practices on using divergent teaching approaches to foster academic creativity.
Keywords:- academic research rigor, teacher-researcher,
References:
Craft, A. (2006) Creativity in schools. In N.J. Jackson et. al. (eds.) Developing creativity in higher education: An imaginative curriculum, London: Routledge-Falmer.
Torrance, E. P. (1977) Creativity in the classroom. Washington, DC: National Education Association.
Bio data:
Karen Ngeow is Associate Head of Language Studies and a Senior Programme Director at HKU SPACE. She is an experienced instructional designer and has taught undergraduate level classes at universities in the USA and Asia. Her research interests are English for Specific Purposes (ESP), problem-based learning, cross-cultural awareness, and curriculum design.
Bio data:
YS Kong is Panel Head of English at a secondary school in Hong Kong. She holds a masters degree in TESL and has vast experience teaching English to students and working professionals. Her interests lie in action research in the ESL/EFL classroom and in seeking collaborative research opportunities to motivate language learners in and outside the language classroom.
contact asian_efl_journal@yahoo.com
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