How Creativity is Fostered in American and Chinese Secondary Schools

This study was designed to examine how creativity is fostered in secondary classrooms in China and the United States. The study was qualitative in nature and was executed through a phenomenological approach using comparative analysis. The researcher conducted in-depth, semi-structured interviews with certified public school teachers from the Chinese and U. S. education systems and then analyzed the interview transcripts using in vivo, descriptive, and structural phenomenological data analysis techniques. The findings of the analysis indicate that the barriers of culture and standardized testing do impact the ability of teachers to employ creative pedagogy in both countries. Additionally, the findings also indicate that American teachers may have an easier time in overcoming theses obstacles in preparing students for a global workforce.