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The purpose of this article is to examine the structural relationships among teacher creativity, teaching expertise and creative teaching behaviors. Survey data were analyzed for 304 pre-service elementary teachers in Korea. The findings showed that teacher creativity and teaching expertise had a meaningful impact on creative teaching behaviors. Also, teaching expertise had a greater influence on creative teaching behaviors than teacher creativity. In addition, teacher creativity and teaching expertise had a significant effect on creative teaching behaviors regardless of gender and grade. It is important to note that, in order to improve creative teaching behaviors, the curriculum for pre-service teachers should focus on the development of pre-service teachers’ own creativity and teaching expertise. This study also verified that the curriculum to improve creative teaching behaviors does not need to consider gender and grade differences. In a follow-up study, the effect that other variables had on creative teaching behaviors needs to be investigated through structure equation analysis and multi-group analysis. Moreover, the question of whether the structural model among the variances for in-service teachers is the same as that for pre-service teachers needs to be explored. |
