How do creative practitioners use talk to create an environment for learning?Tools Hadaway, Sophie (2024) How do creative practitioners use talk to create an environment for learning? MPhil thesis, University of Nottingham.
AbstractSchools in Wales are increasingly engaging creative practitioners to work alongside teachers. This in situ professional development aims to develop creative learning approaches across subject disciplines and phases. There is a substantive amount of research focusing on the practice of creative practitioners working in schools, some of which mentions the differences between teacher and artist interactions. There is also a separate well-evidenced body of research both nationally and internationally highlighting the importance and impact of effective teacher-pupil dialogue within the classroom and its accompanying impact on learning. The body of research concerning dialogue within the classroom has been directly focused on teachers and their interactions with their students and on student-to-student interaction. There is little in-depth or specific focus on creative practitioners’ use of talk or dialogic approach when working with children. My research aimed to study and analyse the dialogic approaches of creative practitioners and to consider how this contributes to creating a productive environment for learning.
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