Exploring a Teacher's Pedagogical Content Knowledge When Teaching Creativity

Abstract

The existing literature has shown the importance of teachers' pedagogical content knowledge on teaching creativity and its influence on students' creativity development. Lateral thinking is one of the concepts that intentionally teaches creativity. However, the knowledge of the pedagogical content of mathematics teachers in integrating lateral thinking to teach creativity has not yet been widely explored. Therefore, it is necessary to conduct an explorative qualitative case study to uncover knowledge of pedagogical content of mathematics teachers during the plan and teach stage in conceptualizing and integrating the principles of lateral thinking through mathematics learning to teach creativity. In this study, two in-depth semi-structured interviews and observations of the learning process were undertaken to explore the pedagogical content knowledge of an accomplished senior math teacher teaching in a junior high school in one of the regions in Indonesia. The results of data analysis showed that senior teachers use adequate and unique pedagogical content knowledge to teach creativity during the plan and teach stage. Furthermore, there was additional discussion of the connection between PCK components and the findings' implications.

Keywords: pedagogical content knowledge, case study, Lateral thinking, creativity