Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

  • 18 - Creative Identity Development in Classrooms

  • from Part IV - Environments and Contexts
  • Edited by Sandra W. Russ, Case Western Reserve University, Ohio, Jessica D. Hoffmann, Yale University, Connecticut, James C. Kaufman, University of Connecticut
  • Book:
    The Cambridge Handbook of Lifespan Development of Creativity
    Published online:
    19 November 2021
    Print publication:
    25 November 2021, pp 395-414

  • Summary

    Outside of the home environment, classrooms represent one of the most persistent and frequented settings where young people spend their time. Classrooms thereby hold much potential for creative identity development. “Creative identity development” refers here to the crystallization of creative interests (“I like writing short stories”) and aspiration (“I want to be short story writer”) into more stable beliefs about one’s broader identity (“I am a creative short story writer”) and sense of self (Beghetto, 2013; Beghetto & Dilley, 2016). Given that some young people also go on to become teachers, classrooms represent a site where adults can continue to develop and express their creativity in the domain of teaching (Beghetto, 2017). How then might school and classroom experiences support students’ and teachers’ creative identity development? The purpose of this chapter is to provide an overview of factors involved in creative identity development.