Abstract
In this article, we report an encouragement strategy in the field of design education. Based on the literature review, an analysis framework for encouragement is initially constructed. Secondly, based on the natural observation of the design classroom and the feedback from the administrators, using the tripartite model of encouragement (TEM), according to the principle of open coding in the grounded theory, the encouragement in the design classroom was coded and classified, and the analysis framework was further revised. Explore the key characteristics of encouragement that can best promote the development of creativity in the design classroom, how teachers can promote the development of creative thinking of design students by creating an innovative environment, and develop a set of strategies for design teachers to reflect and grow. Teachers reflect on what they notice at a specific time Regarding the encouragement in the classroom and making corresponding countermeasures in time to ensure the design of the encouragement in the classroom.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Wong, Y.J.: The psychology of encouragement: theory, research, and applications. Couns. Psychol. 43(2), 178–216 (2015)
Chan, S., Yuen, M.: Personal and environmental factors affecting teachers’ creativity-fostering practices in Hong Kong. Thinking Skills Creativity 12, 69–77 (2014)
Wong, Y.J., Cheng, H.-L., McDermott, R.C., Deng, K., McCullough, K.M.: Believe in you! measuring the experience of encouragement using the academic encouragement scale. J. Posit. Psychol. 14(6), 820–828 (2019)
Chua, B.L., Tan, O.S., Liu, W.C.: Journey into the problem-solving process: cognitive functions in a PBL environment. Innov. Educ. Teach. Int. 53, 191–202 (2014)
Lee, J.C., Wang, C.L., Yu, L.C., Chang, S.H.: The effects of perceived support for creativity on individual creativity of design-majored students: a multiple-mediation model of savoring. J. Balt. Sci. Educ. 15, 232–245 (2016)
Kim, T.Y., Hon, A.H.Y., Lee, D.R.: Proactive personality and employee creativity: the effects of job creativity requirement and supervisor support for creativity. Creat. Res. J. 22, 37–45 (2010)
Shalley, C.E., Gilson, L.L.: What leaders need to know: a review of social and contextual factors that can foster or hinder creativity. Leadersh. Quart. 15, 33–53 (2004)
Hsu, H.-Y.: Exploring the relationship between student- perceived faculty encouragement, self-efficacy, and intent to persist in engineering programs. Eur. J. Eng. Educ. (2021)
Evans, T.: Development and initial validation of the encouragement scale edu-cational form. J. Humanist. Edu. Dev. (1997, in Press)
Dinkmeyer, D., Losoncy, L.: The Skills of Encouragement. St. Lucie Press, Delray Beach (1996)
Amabile, T.M.: A Model of Creativity and Innovation in Organization. In: Staw, B., Sutton, R. (eds.) Research in Organizational Behaviour. Elseiver, Amsterdam (1989)
Amabile, T.M.: Creativity in Context: Update to the Social Psychology of Creativity. Westview, Boulder (1996)
Dewey, J. (ed.): Democracy and Education. The Macmillan, New York (1916)
Craft, A.: An analysis of research and literature on creativity in education. Qual. Curric. Auth. 51, 1–37 (2001)
Creswell, J.W.: Qualitative Inquiry and Research Design: Choosing Among Five Approaches. SAGE, Thousand Oaks (2012)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Li, X. (2021). The Application of Teachers' Encouragement in Design Classroom. In: Markopoulos, E., Goonetilleke, R.S., Ho, A.G., Luximon, Y. (eds) Advances in Creativity, Innovation, Entrepreneurship and Communication of Design. AHFE 2021. Lecture Notes in Networks and Systems, vol 276. Springer, Cham. https://doi.org/10.1007/978-3-030-80094-9_39
Download citation
DOI: https://doi.org/10.1007/978-3-030-80094-9_39
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-80093-2
Online ISBN: 978-3-030-80094-9
eBook Packages: EngineeringEngineering (R0)