Encouraging Creativity in the Social Work Classroom: Insights from a Qualitative Exploration

Authors

Abbie Kirkendall, University of Nevada, Las VegasFollow
Anjala S. Krishen, University of Nevada, Las VegasFollow

Document Type

Article

Publication Date

12-8-2015

Publication Title

Social Work Education

Volume

34

Issue

3

First page number:

341

Last page number:

354

Abstract

Creativity is vital to the learning process of social work students. Despite its importance, educators are still uncertain of ways to enhance creativity and translate it from classroom to practice. Therefore, this study examines social work student perspectives on ways to define creativity, infuse it into the classroom, and apply it as practitioners. This study qualitatively explores the open-ended insights of 37 social work students. Through an unguided semantic analysis and application of Kolb’s experiential learning theory, the following themes emerged: classroom, creativity, performance, activities, and ideas. These themes indicate that students believe that additional creative opportunities in their classrooms would eventually benefit them as practitioners. Further pedagogical emphasis on increasing student creativity through experiential learning activities would be beneficial.

Repository Citation

Kirkendall, A., Krishen, A. S. (2015). Encouraging Creativity in the Social Work Classroom: Insights from a Qualitative Exploration. Social Work Education, 34(3), 341-354.
http://dx.doi.org/10.1080/02615479.2014.986089