Abstract
The purpose of this study is to analyze the relationship between teacher creativity, teaching expertise, and creative teaching behaviors. The subjects were 304 pre-service elementary teachers in Korea. According to the results, teacher creativity and teaching expertise had a meaningful impact on the creative teaching behaviors. Also, creativity had a greater influence on creative teaching behaviors than teaching expertise. In conclusion, to foster creative teaching behaviors, the curriculum for pre-service teachers should focus on the development of pre-service teachers’ own creativity and teaching expertise as well. This study also verified that the concept of Creative Teacher Competences contain creative teaching behaviors, teacher creativity, and teaching expertise as sub factors. In a follow-up study, the relationships between those three factors will be investigated through structure equation analysis and multi-group analysis. By analyzing path coefficient differences by gender and grade, specific suggestions regarding the curriculum for pre-service teachers will be discussed.
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