Reflect, Create, and Teach: Innovating Pedagogy Through Creative Thinking Journals

Employing an innovative arts-based approach to professional learning, this study examined in-service teachers’ reflective processes, insights, and pedagogic practices through the use of creative thinking journals. Using photovoice methodology, we conducted a thematic analysis of teachers’ journals and individual semi-structured interviews, focusing on how creative thinking journals enhanced reflective practices and teaching efficacy. Our findings demonstrate that creative journaling significantly deepened self-reflection, fostered a collaborative community among teachers, and supported the adoption of innovative teaching strategies. The integration of arts-based methods transformed classroom practices, promoting a more dynamic and responsive educational environment and offering valuable insights into effective professional learning strategies.