ABSTRACT
As already discussed, in recent years, distinctions in the language of pedagogy and creativity have begun to be recognised by policy makers, practitioners and theorists. Throughout this chapter, and indeed this book, pedagogy is seen as encompassing appropriate and defensible professional judgements about how teaching is undertaken and learning nurtured. This chapter forms a foundation for later discussions, particularly in Chapter 7, and we begin with the conceptual distinction made in the NACCCE (1999) report: teaching creatively and teaching for creativity.
