An intervention study of possibility thinking through collaborative storytelling with junior years teachers in Malta

Abstract

Drawing on Possibility Thinking studies and creativity, this study explores junior years teachers’ perceptions of Possibility Thinking through the use of collaborative storytelling as a means to enhance creative teaching. The research was guided by two primary questions: i. How can Possibility Thinking enhance creative teaching through the use of collaborative storytelling? ii. How do teachers teaching junior years in Malta perceive the use of Possibility Thinking through collaborative storytelling as a method to facilitate creative teaching? Following a review of relevant literature, a conceptual framework was developed, drawing on existing theories and adapted to suit the study’s context. In the first stage of this study, dyadic interviews and mini focus groups explored teachers’ initial concepts of creativity, recognising the importance of creativity in education but revealing common misconceptions. The second stage involved the intervention, during which teachers were introduced to Possibility Thinking tools and collaborative storytelling techniques, while also collaborated to create a story, and then, given time to implement these approaches with their students. The final stage involved follow-up dyadic interviews and mini focus groups to assess changes in teachers’ perceptions and practices. The findings indicate that time constraints and a demanding curriculum were identified as key barriers to foster Possibility Thinking. The intervention contributed to a shift in perceptions, thus enhancing teachers’ creative self-efficacy. Teachers acknowledged that, with appropriate tools, creativity can be effectively fostered in teachers, thus positively impacting student learning.