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African Research Review by International Association of African Researchers and Reviewers is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.
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Creativity: A Blind Spot in Quality Teacher Education in Anambra State of Nigeria
Abstract
Creativity has been mentioned prominently in Nigeria’s objectives for
teacher education in the National Policy on Education for over 30 years.
Still, one is worried that teacher education institutions appear to
inadequately foster the spirit of creativity in the students. The purpose of this
study was to determine the extent to which creativity was enhanced in teacher
education curriculum delivery in Anambra State based on the views of
students. Three research questions were formulated and answered. The
descriptive survey design was adopted. Sample involved four hundred
students selected through random sampling technique. A 40-item
questionnaire was validated, tested for reliability and used to collect data.
Data was analyzed using mean and standard deviation. Results showed that
the lecturers did not use a variety of learning experiences to encourage
creativity among students. The use of instructional technologies to promote
creativity was low, students’ have a good understanding of the
implementation of creativity across the curriculum, and the present
curriculum assessment tends to stifle creativity rather than promote it. Going
by this finding, creativity remains a blind spot in quality teacher education in
Nigeria. Some recommendations were made.
teacher education in the National Policy on Education for over 30 years.
Still, one is worried that teacher education institutions appear to
inadequately foster the spirit of creativity in the students. The purpose of this
study was to determine the extent to which creativity was enhanced in teacher
education curriculum delivery in Anambra State based on the views of
students. Three research questions were formulated and answered. The
descriptive survey design was adopted. Sample involved four hundred
students selected through random sampling technique. A 40-item
questionnaire was validated, tested for reliability and used to collect data.
Data was analyzed using mean and standard deviation. Results showed that
the lecturers did not use a variety of learning experiences to encourage
creativity among students. The use of instructional technologies to promote
creativity was low, students’ have a good understanding of the
implementation of creativity across the curriculum, and the present
curriculum assessment tends to stifle creativity rather than promote it. Going
by this finding, creativity remains a blind spot in quality teacher education in
Nigeria. Some recommendations were made.
