Analyzing Creative Teacher Competences of Pre-service Elementary Teachers :Focused on Teacher Creativity and Teaching Expertises

Abstract

This study is the preliminary research for developing a scale of 'Creative Teacher Competencies' for pre-service elementary teachers. and ‘creativity’ and ‘teaching expertises’ of them were primarily investigated. Based on the analysis of previous research, the creative teacher competences were divided into Received(November 10, 2015), Review request(November 11, 2015), Review Result(1st: November 28, 2015, 2nd: December 23, 2015) Accepted(January 03, 2016), Published(January 31, 2016) 06639 Dept. Elementary Education, Seoul National University of Education, 1650 Seocho-dong, Seocho-gu, Seoul, Korea email: sylee@snue.ac.kr (Corresponding Author), 03087 Institute of Distance Education, Korea National Open University, 54 Ewhajang-gil, Jongno-gu, Seoul, Korea email: sunakyun@knou.ac.kr 04310 Sookmyung Women’s University, 46, Cheongpa-ro, Yongsan-gu, Seoul, Korea email: hjeduhong@gmail.com 12244 Miraldure School, 13, Gyeonggang-ro 124beonan-gil, Namyangju-si, Gyeonggi-do, Korea email: eunbimara@naver.com * 이 논문은 (사) 인문사회과학기술융합학회 2015년 추계학술대회 발표문을 수정·보완한 논문임. Analyzing Creative Teacher Competences of Pre-service Elementary Teachers : Focused on Teacher Creativity and Teaching Expertises Copyright c 2016 HSST 224 three sub-components – i.e.,‘creativity (of the teachers themselves)’, ‘teaching expertises’ and ‘creative teaching behaviors'. Among them, the ‘creativity’ of pre-service teachers and ‘teaching expertises’ were primarily investigated. Based on those results, the implication for developing a scale of ‘creative teaching behaviors for pre-service teacher’ was aimed to obtain. In this study, 73 undergraduate students from a university of education were surveyed and their responses were analysed. As results, most of the items were generally satisfactory (more than 3 in 5 points). More specifically, while the values of‘inference’and‘critical thinking’ were higher than others, the ones of ‘fluency’ and ‘divergent thinking’ skills were slightly lower. These results imply the need for programs which can enhance ‘imagination & originality ’of pre-service elementary teachers.