Principles of Creative Language Pedagogy: A case study of Iranian teacher trainers’ perspectives

In teacher-centered classrooms the needs of learners were not of any importance to the teachers. On the contrary, in student-centered classrooms learners and their needs are at the center of attention. Recently a fresh wave of interest has emerged in different educational contexts, advocating creativity as the most integral skill that should be nurtured within each learner. To do so, some scholars have propounded some principles that should be implemented within the context of classrooms. The applicability of the main principles of creative pedagogy has been investigated within different fields of studies, namely mathematics, chemistry, music, etc. To the best of researchers’ knowledge nobody has investigated these principles within the context of Iranian second language education. Therefore, this study aims to uncover what factors and pedagogical techniques promote creativity and what obstacles prevent Iranian EFL teachers from promoting creativity in language classrooms. To obtain the information five Iranian teacher trainers were interviewed. The findings of this study can provide teachers and teacher trainers with some insights concerning how to promote creativity.

Keywords:

Creative pedagogy , Creativity , Interview , Iranian second Language Education