창의성 발현 요인에 대한 중등교사의 인식 연구

A Study on the Secondary Teachers Recognition about the Factors from which the creativity is revealed

본 연구는 창의성의 발현요인과 영역성에 대한 중등교사의 인식을 밝히고자 하였다. 교사들의 창의성에 대한 잠재된 인식내용을 규명하는 암시적 접근 방법에 기초하여 창의성의 발현 요인과 창의성의 영역성을 설문하여 분석하였다. 교사들의 창의성의 발현요인에 대한 인식은 어느 정도의 지능이 필요하고 해당분야의 관련지식이 풍부해야 하며, 수렴적 사고와 외재동기를 지지하는 영역 특수성으로 인식하고 있는 것으로 조사되었다. 그러나 영역성에 따라 발현요인과의 상관이 다르게 인식되고 있음이 밝혀졌다. 본 연구 결과는 ‘창의성의 계발’을 필요로 하는 제7차 교육과정의 확대 시행과, 영재교육이나 창의성 교육에 대한 타당하고 신뢰할 수 있는 교수-학습방법의 합리적인 지도 방안 등에 대한 중요한 시사점을 제공하게 될 것이다.

This thesis intends to clarify the secondary teachers recognition about the factors from which the creativity is revealed. Based on the suggestive approach through which the contents of latent cognition about teachers creativity can be examined, this thesis analyzed the factors from which the creativity is revealed and the domain of creativity. Teachers need intelligence as the factors from which the creativity is revealed to some extent. They have to be abundant in the related knowledge on their majors. They supported the convergent thinking and extrinsic motivation. In general, they supported the domain-specificity of the creativity as far as the domain is concerned. But there is the case of the revealing factors which had high co-relative relation. In the case of teachers who support the domain-generality, ‘the convergent thinking and extrinsic motivation’ had high co-relative relation, and in the case of teachers who support specificity, ‘the convergent thinking and related knowledge’ had high co-relative relation. ‘The convergent thinking’ are commonly supported . In addition, there is the case of the revealing factors which had low co-relative relation. In the case of teachers who support the domain-generality, ‘the convergent thinking and extrinsic motivation’ had low co-relative relation, and in the case of teachers who support specificity, the intelligence and the extrinsic motivation had low co-relative relation. So ‘the extrinsic thinking are supported commonly’. From this conclusion, this thesis found out that the creative education needs intelligence and a lot of knowledge related to it. Teachers recognize that the creative education needs intelligence, a lot of related knowledge and the education about the domain-specificity that the convergent thinking and the intrinsic motivation have to be considered. This indirectly suggests the meaning of creative education in the 7th curriculum and the fundamental direction.