Teachers' perceptions of teaching creative thinking skills in Lesotho classrooms

Abstract

The study investigated teachers’ experiences of teaching creative thinking skills in Lesotho classrooms. The enhancement of creative thinking skills (CTS) is required for lifelong learning and as significant skill in the 21st century in Lesotho schools. Using a qualitative approach, data for this study was collected from eight teachers using semi-structured interviews. These teachers were intentionally selected from a High School in the Leribe district. This study revealed that teachers in Lesotho rarely teach CTS in their classrooms because they have inadequate knowledge and skills relating to teaching this skill, schools lack resources to assist teachers, and the Ministry of Education and Training’s lack of support in the schools’CTS teaching. Thus, much as Lesotho's education policy on curriculum and assessment recommends this skill to be taught in the classroom, the conditions that exist in the schools comprise the teaching of CTS; therefore, this study recommends that the Ministry of Education and Training find ways of supervising and monitoring the implementation of CTS in Lesotho classrooms. The study also recommends that the Ministry should offer training programmes to develop school management and teachers’ pedagogical skills relating to CTS