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Hanapi Mohamad
B.A (Hons) Primary Education (University Brunei Darussalam)
M.A Education (Manchester Metropolitan University, UK)
March 2006
Declaration
(Hanapi Mohamad)
Candidate
Abstract
The overall aim of this study was to examine Bruneian preschool teachers
conceptions about creativity (including factors related to creativity), their beliefs on
how to promote childrens creativity in the classroom, how their beliefs may influence
their actual practice and whether their practices are consistent with the requirements of
the Brunei National Curriculum. It will also try to identify any factors that constrain or
influence teachers practice. The research employed a grounded theory approach
involving semi-structured interviews and classroom observations of preschool
teachers.
The findings of this study indicate that the teachers primarily conceptualise creativity
as something mainly but not exclusively to do with art work. The teachers believe that
providing children enough time to engage with art works, giving children freedom,
provide enough materials for children, flexibility in teaching, interactions and openended questions, group work and discussion and learning through play are the best
ways to promote childrens creativity, but the research reveals inconsistencies between
teachers beliefs about best way to promote creativity. Teachers actual practice
mainly consists of teacher control, enforcement of obedience, rote learning, teacher
directed and teacher chosen activities and heavy emphasis on whole-class teaching.
Other mediating constraints on their promotion of creativity included: pressure from
Primary 1 teachers, parents and the officials in Ministry of Educations to complete and
adhere to the National Curriculum; teachers own pedagogical limitations; large class
size; lack of adult help and the presence of special children in the classroom; lack of
resources and pressure from other non-teaching commitments.
The implication of the findings are that further research needs to be conducted into
Bruneis preschool teacher training programmes, to identify contradictory messages
about the value of creativity and to find a more culturally appropriate way of
promoting childrens creativity through the curriculum
Acknowledgement
I would like to express my gratitude to the Government of His Majesty Sultan Haji
Hassanal Bolkiah, whose generous scholarship has made this study entirely possible. I
would like to acknowledge the University of Brunei Darussalam, the Departments of
Schools and the Education officer of the private school for the financial and other
support rendered.
I would like to express my sincere appreciation to my supervisor, Dr Felicity Haynes
for her encouragement, guidance, expert advice and I am privileged to have the
opportunity to learn from her.
My deepest gratitude goes to all 16 teachers involved in this study and the
administrators of the three schools concerned for their time and contribution to this
study. The thesis would not be as it is without their assistance and support.
I am also grateful to my friend Dr Noor Azam in the Department of English Language
and Applied Linguistics for his valued assistance and support.
I must thank the following individual Dr Junaidi Abd Rahman (Dean of SHBIE), my
colleagues and former colleagues in the Department of Early Childhood Education,
Hjh Aisah Hj Mohd Yussof (HoD), Hjh Asmah Hj Morni and Rosalind Charleston for
their moral support.
I have been blessed with the unwavering support of my family: Hj Ali Ahmad and Hjh
Jeliah, my dearest brothers and sisters, in laws. Most importantly, I am forever
indebted to my parents, Hjh Zainah and the memory of my dear departed father, Hj
Mohamad (You are greatly missed). They have both been inspirational me in every
sense of the world.
One constant was the tremendous emotional support from my wife and son, Azimah
and Mohd Danial Afif. Their love, encouragement and prayers throughout my many
years away have all made this journey bearable. To them, I dedicate this thesis.
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Table of Contents
Page
Abstract
Acknowledgement
Map of South East Asia
Map of Brunei Darussalam
Table of Contents
List of Tables
List of Figures
List of Appendices
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List of Tables
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List of tables
Table 5.1
Table 5.2
Table 5.3
Table 5.4
Table 5.5
Table 6.1
Table 6.2
Table 6.3
Table 6.4
Table 6.5
Table 6.6
Table 6.7
Table 6.8
Table 6.9
Table 6.10
Table 6.11
Table 6.12
Table 6.13
Table 6.14
Table 6.15
Table 6.16
Table 6.17
Table 6.18
Table 6.19
Table 6.20
Table 6.21
Table 6.22
Chapter 5
Characteristics of three selected schools
Distribution of teachers by qualification
Other in-service training of six months duration or longer
attended by teachers.
Teachers age group
Distribution of teachers by numbers of the teaching experience
Chapter 6
Teachers views of creativity
The reasons for promoting creativity
Characteristic examples of creativity given by the teachers.
Characteristic of creative children
Preschool circular that likely to elicit childrens creative
development
Teaching methods that could facilitate childrens creativity in
the classroom
Reasons for the role of Visual Arts in promoting childrens
creativity
Constraining factors faced by teachers in promoting childrens
creativity
Time children allowed to engage in free play
The use of materials in classroom activities
Teaching methods implemented by teachers
Time provided for the children to involve with group teaching
The use of praise and words of encouragement and the use of
criticism or words of discouragement
The proportion of use of instruction by teachers
Question techniques used by teachers
The nature of teaching methods
Art activities presented
Teachers actual instruction
Materials used in Visual Art Activity
Frequency of art material used by teachers
Teachers responses to children in Visual Art Activities
Criteria for judging childrens creativity
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List of Figures
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Chapter 2
Figure 2.1
Figure 2.2
Figure 2.3
Figure 5.1
Figure 5.2
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List of Appendices
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Appendix 5A
Appendix 5B
Appendix 5C
Appendix 5D
Appendix 5E
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Appendix 6A
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Appendix 7A
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Appendix 8A
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Appendix 8B
Appendix 8C
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