Creativity is a fundamental skill to prepare individuals to work and live in a changing world. Educators have recognised its value and advocate that schools can provide an environment for fostering the creative thinking skills of students. Makerspaces are emerging in school contexts, and they carry great opportunities for engaging students in creative thinking processes. The school makerspace also offers a professional learning space for teachers and artists to collaborate to support students’ creative potential through making activities linked to the curriculum. This paper proposes a teacher–artist partnership framework within the makerspace to support mutual professional growth and opportunities to foster a learning environment conducive to creative expressions. The framework consists of three non-linear and iterative processes, namely (a) developing craft knowledge, (b) co-constructing knowledge, and (c) reflection and researching, supported by a community of practice and internal and external communities. Expected outcomes from the partnership for students, teachers and artists, and recommendations are discussed.

中文翻译：

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学校创客空间内的教师-艺术家合作框架，以培养学生的创造力

创造力是一项基本技能，可以帮助个人在不断变化的世界中工作和生活。教育工作者已经认识到它的价值，并主张学校可以提供一个培养学生创造性思维能力的环境。创客空间正在学校环境中出现，它们为让学生参与创造性思维过程提供了很好的机会。学校创客空间还为教师和艺术家提供了一个专业的学习空间，通过开展与课程相关的活动来合作支持学生的创造潜力。本文提出了创客空间内的教师-艺术家伙伴关系框架，以支持相互的专业发展和机会，以营造有利于创造性表达的学习环境。该框架由三个非线性和迭代过程组成，即 (a) 发展工艺知识，(b) 共同构建知识，以及 (c) 在实践社区和内部和外部社区的支持下进行反思和研究。讨论了学生、教师和艺术家合作的预期成果和建议。