Deferred creativity: Exploring the impact of an undergraduate learning experience on professional practice

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This paper explores the impact of an art-based learning experience on former Education students' professional practice. Feedback from trainee teachers indicated that the true value of the creative process was only realised after they had graduated – what I have come to term ‘deferred creativity’. The findings suggest that focusing on the development of their own creative characteristics, skills and attitudes helped students to become more creative practitioners. By drawing on the reflections of our alumni, we can help future students to develop the key creative competencies and skills required for 21st century life.
Original languageEnglish
Pages (from-to)206-213
Number of pages8
JournalTeaching and Teacher Education
Early online date20 Feb 2018
Publication statusPublished - Apr 2018


  • Creativity
  • Visual Art
  • Teacher Education
  • Higher Education
  • refelctive Practice

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