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'The behaviour of the resource or a facilitator would be a deciding factor in the contribution

of the creativity nurturing'. This is a quote took from Sharma & Sharma, 2018. This states that the creative resource is only as good as the person delivering it. As a teacher, you need to be a creative and innovative person in order to deliver a creative outlook and motivate the students. How this relates to this task as it gives us the opportunity to individually create our own interpretation through creative thinking.

Torrance and Safter (1990)

suggested questioning, stimulating curiosity, stressing divergent thinking, experimentation,

challenging constructively and presenting ambiguity as few of the TCNB (Teacher’s creativity nurturing behaviour)

References
Ekta Sharma, Sandeep Sharma,

(2018) "Creativity nurturing behaviour scale for teachers",

International Journal of Educational Management, Vol. 32 Issue: 6, pp.1016-1028,

https://

doi.org/10.1108/IJEM-10-2017-0294

Torrance, E.P. and Safter, H.T. (1990),

The Incubation Model of Teaching. Getting beyond the Aha!

Buffalo

, Bearly Limited, New York, NY

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In the sector, creativity isn't as pronounced as what it could be. This could be due to lack of training, funding  and  knowledge of innovation in the departments or institutions. COVID has played a massive part in teachers having to become innovative and creative as the students are online and need further support in their learning. I do think I stand out from other teachers. The image below represents myself in my department. The small tree will soon become like the other two big trees and contribute towards the department. But because the small tree is newer it can bring new innovations and creativity to the department.   'Be creative and innovative in selecting and adapting strategies to help learners to learn' (Education, 2014). This ETF Professional Standard supports the notion that innovation and creativity are brought by new people and new ideas that can contribute to the development of education.

Foundation, E. (2014). Professional Standards for Teachers and Trainers in Education and Training – England. Retrieved from -MbDM3Wdh01KAq_3cpLB

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In the sector,  a cartoon interpretation activity was created for the students as part of a formative assessment.  The students enjoyed it however its the only activity they enjoyed. The way of handling the student's behaviour  in class plays a massive part in engaging the students in a new and creative activity. So developing this area will need more attention going forward
This image represents that just because you have grown in old ways doesn't mean you cant grow and flourish in new ways.
By using reflective practice, we can assess if the knowledge taught or the ways in which the students are taught are still suitable and if they suit every students needs.
Brookfield (1998) uses four different lenses to reflect on the ways in which a lesson can be assessed. They provide  multiple,  distinctly  different, vantage  points from which to review practice.

Brookfield, S. (1998). Critically reflective practice. Journal of Continuing Education in the Health Professions, 18(4), 197-205.

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Because the students are all individual in age, agenda and motivation, it is quite difficult to meet and cater for all the different needs. When the students are presented with creative activities, they tended to shy away due to having a preconception of how they should be taught. The curriculum is teacher-led and modular so there is much freedom in how the students are taught however if the teachers haven't been trained or are traditional in their ways, the creativity and innovation wont be prominent or even exist.
The image below is a singular tree which represents individuality. The tree is still young and will need to decide how it will grow and where it will go using innovation.
This represents the ideology of liberalism as it can grow in many ways which can benefit itself the most.

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Key barriers that cam prevent creativity in the sector are:
Funding
COVID
Student and Teacher motivation
Training for digital skills
Attitude to creativity and Innovation
These can all contribute, if overcome, to a more innovative, creative and motivated environment for the students and teacher to learn. When teaching HE Access student, the type and amount of creativity has to be balanced and relevant otherwise they will become unmotivated and so will the teachers.
Teachers need inspiration in order to overcome the challenges and inspire their students.
The ETF Professional Standard 'Inspire, motivate and raise aspirations of learners through your enthusiasm and knowledge' supports the professional value of responsibility that teachers need to keep their students motivated through new ways of teaching.
Foundation, E. (2014). Professional Standards for Teachers and Trainers in Education and Training – England. Retrieved from -MbDM3Wdh01KAq_3cpLB