Turkish EFL Teachers’ Perceptions and Practices of Creative Pedagogy in Young Learner Classes: A Case Study

Kurt Tiftik G.

TESOL in the 21st Century: Challenges and Opportunities, Zübeyde Sinem Genç / Is¸ıl Günseli Kaçar, Editör, Peter Lang Publishing, Inc., Berlin, ss.487-512, 2020

  • Basım Tarihi: 2020
  • Yayınevi: Peter Lang Publishing, Inc.
  • Basıldığı Şehir: Berlin
  • Sayfa Sayıları: ss.487-512
  • Editörler: Zübeyde Sinem Genç / Is¸ıl Günseli Kaçar, Editör


Creativity has been highlighted as a fundamental skill for the 21st century. The widespread recognition of teachers’ pivotal role in fostering learners’ creative potential resulted in the exploration of how teachers promote creativity in the classroom. Following the theoretical framework of creative pedagogy, the present case study aimed to explore Turkish EFL teachers’ perceptions and practices of creative teaching, teaching for creativity and creative learning in young learner classes. Data came from a focus-group interview conducted with five teachers. In teachers’ view, creative teaching was a novel teaching practice, captured students’ interest by a variety of tasks, materials and strategies, and responded to students’ individual learning needs and preferences. Teachers were aware of the interplay between creative teaching and teaching for creativity. Although teachers valued teaching for creativity, they found it impractical to implement in young learner classes due to some reasons such as the overloaded curriculum, classroom management issues and students’ poor performance in creative behaviour. As for creative learning, teachers associated it with student autonomy. Finally, teachers’ comments and illustrative examples revealed that their adoption of creative pedagogy depended on some facilitating factors such as teacher flexibility, students’ willingness to learn and peer collaboration among teachers, and hindering factors including classroom dynamics, pressure to cover course content, the physical classroom setting and attitudes of parents.