Teacher Stance in Creative Learning: a Study of Progression

The concept and application of ‘creative learning’ is being developed in England in particular through work both in schools and elsewhere, supported by organisations such as Creative Partnerships (Creative Partnerships, 2006; Brice-Heath and Wolf, 2004; Lamont and Hill, 2005), National College for School Leadership (NCSL, 2006), the Qualifications and Curriculum Authority (QCA, 2005a, 2005b) and partnership organisations such as Cape UK (Cochrane and Cockett, 2007). Whilst some of this work builds on earlier conceptual accounts which explore possibility thinking as core to creativity (Craft, 2000, 2002; Burnard, Craft and Cremin, 2006, Cremin, Burnard and Craft, 2006) and the need for innovation, ownership relevance and control (Woods, 1990), little work focuses on how progression (i.e. developmental change over time in terms of what children know, understand and can do) in creative learning might be conceptualised.