Doing Things Differently: Social Studies Preservice Teachers' Conceptions of and Experiences With Creativity in Teaching and Learning.

This study investigates how four preservice secondary social studies teachers conceptualize and experience creativity during their student teaching internships, highlighting the role of creativity in teaching and learning amid accountability pressures. Using dialogical self theory and the concept of performativity, the research reveals that while these teachers value creativity as fostering student inquiry, dialogue, and individuality, they face significant barriers from standardized curricula, political climates, and school cultures that prioritize conformity and test performance. Participants’ visions for creative, student-centered classrooms often contrast with their own schooling experiences and the traditional, didactic practices of veteran teachers they observed. The study recommends that teacher education programs explicitly incorporate creativity into pedagogy preparation, emphasizing adaptive instructional design and supporting preservice teachers in navigating tensions between creative aspirations and institutional constraints.