영유아 교사의 교수창의성 관련 연구 동향 분석

Abstract

Objectives The current study was implemented to understand research trends regarding early childhood education teachers’ teaching creativity. This study aims to broaden our understanding on teaching creativity studies, provide comprehensive trend data, and suggest future directions of teaching creativity research.
 Methods From 2012 to February 2023, 80 teaching creativity studies which included 28 academic journal articles and 52 master’s theses and doctoral dissertations were identified as samples. This study focused on revealing research trends, research methods, tools, research variables that were studied with teaching creativity, and the role of teaching creativity in each study.
 Results First, this study found that studies on teaching creativity started from 2012 and increased steadily from 2018. Second, except for the one study which used meta-analysis, the remaining 79 studies were quantitative research. Third, 79 studies used the same tool for teaching creativity. Fourth, among variables, teacher related variables such as teaching efficacy were used more frequently than child related variables or context related variables as investigating teaching creativity. Lastly, teaching creativity often took the roles of independent and dependent variables, as well as mediators in each study.
 Conclusions In summary, studies of teaching creativity are increasing with the recent revision of curricula. However, there are a couple of considerations for future research on teaching creativity. Considerations include reexamining the concept of teaching creativity with the updated understanding of curricula, developing diverse tools for teaching creativity, diversifying raters, and including children variables for validation.