예비 유아교사의 창의성 수업 경험을 통한 창의성 및 창의성 교육에 대한 인식의 변화 탐색

Abstract

This study investigated the change of perceptions of creativity and creativity education of pre-service early childhood teachers through creativity education course that was included direct experience opportunity about creativity teaching methods techniques. The subjects of this study consisted of 10 sophomore students from the early childhood department for reflective journals and individual interviews were used. The results of this study were as follows. First of all, pre-service early childhood teachers perceived that creativity is a general characteristic there being everybody, knowledge base is being expressed, including an attempt to change existing ones in various views, and the importance of acquired education and environment in perceptions of creativity. Also, pre-service early childhood teachers as to form a positive mind can improve creativity was confident through creativity education course. Secondly, pre-service early childhood teachers recognized the need for creativity as a teacher, and they were overcome fear of teaching children for creativity through the practice and efforts. Finally, pre-service early childhood teachers was recognized to be provided that receptive attitude of parents and teachers, various environments for a variety of experiences, and the environment where interaction is possible with peers or teachers. Also, they perceived early childhood creativity classes is that the children can be interested in classes and should be voluntary rather than a teacher-led instruction. In this study, conducted by the creativity education course showed a positive effects that the change of perceptions of creativity and creativity education occurs from pre-service early childhood teachers. In conclusion, these results may provide meaningful implication in terms of process in the training of a creative early childhood teachers in the future in that the direct experience of creativity teaching methods techniques would be useful for teaching children, when pre-service early childhood teachers go to the field.