The pedagogies of fostering Possibility Thinking (PT) have been investigated for over a decade in early year and primary settings. This paper reports findings of a qualitative study that sought to identify the teachers’ pedagogical practices that foster children’s (aged 9-10) PT through alternative resources of learning such as museums in Cyprus. Eight primary teachers took part, and the findings were compared with the existing PT literature which offers an in-depth investigation of the pedagogical features nurturing PT (time, space, learner’s agency, standing back and forward). The analysis also suggests a new pedagogy (narrative improvisation) that teachers started using after the museum visit. The study provides a starting point for further research on the aspirations of pedagogies fostering PT using alternative resources of learning such as museum spaces. This paper presents the key findings of the study through a figure and ends with suggestions for further research.
|Number of pages||17|
|Journal||Education 3-13: International Journal of Primary, Elementary and Early Years Education|
|Early online date||1 Sept 2022|
|Publication status||E-pub ahead of print - 1 Sept 2022|
- Possibility Thinking
- Narrative Improvisation