Developing conceptual frameworks for creativity, ICT and teacher education

The paper brings together the main findings from an investigation into the development of student teachers’ professional knowledge around ICT and pedagogies for creativity. The research sheds light on the problematic area of developing student teachers’ understanding of creativity at a time of professional career transition, and the role digital technologies can play in enabling them to develop pedagogies for creativity. The original contribution of the research emerges from the richness of the contexts explored for developing student teachers’ conceptual frameworks for creativity and the longitudinal nature of the study, tracking students from university into their induction year. This revealed the complex nature of student teachers’ developing knowledge and understanding, as well as the multiplicity of factors influencing this process, from course design for learning about pedagogies for creativity in university, to enablers and inhibitors within the school-based context as both student teachers and newly qualified teachers.