학생들의 창의성이 발현되는 수업 맥락에서의 상호작용 특성 = Teacher-Student Interactions in the Teaching and Learning Contexts Where Creativity Emerges

다국어 초록 (Multilingual Abstract)

The purpose of the study was to explore the characteristics of teacher-students` interactions in the teaching and learning contexts where creativity emerges. For the research, 3 elementary schools were selected, and the 14 classes of the recommended 13 teachers of the sites were observed and analyzed with the use of the qualitative research methods. The findings were as follows: First, the most frequently observed interaction which creativity emerges in the teaching and learning processes was teacher`s open-ended question and student`s response followed by the teacher`s sustained feedback. And the interaction could be categorized as two types: teacher-initiated and student-initiated. In the teacher-initiated interaction, teachers promoted students` divergent thinking and facilitated students` progressive understanding through teacher-guided questions and students` responses. In the student-initiated interaction, students experienced critical thinking processes through group discussion with classmates, and created collaborative products and/ or outputs while having active communication in groups. The study suggested that the understanding of how both types of the interactions could facilitate students` creativity was required prior to apply special programs, methods or techniques in school classrooms.

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