Creativity education is one of the most important elements in all disciplines. However, in the area of English as a Foreign Language (EFL), including teacher education, few research studies have been conducted on creativity education. The purpose of study, therefore, is to investigate
how the pre-service teachers of two EFL countries—Taiwan and Korea-perceive the concept of creativity and creativity education in teaching EFL. This study also explores the similarities and differences that exist between the two groups of pre-service teachers. Fifty-nine pre-service
teachers, thirty from Korea and twenty-nine from Taiwan, participated in a semi-structured survey In addition, follow-up interviews with some of the participants were conducted on a random basis. The results indicate that several differences exist in the pre-service teachers’ perception
of creativity education, although many similarities caused by a common historical background were found as well. The study suggests that creative pedagogy emphasizing the interplay among creative teaching, teaching for creativity, and creative learning, should be included in teacher education
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Document Type: Research Article
Department of English Language and Literature, Hannam University, Hannam-ro 70, Daejeon 34430, South Korea
Department of Applied English, Shih-Chien University, Neimen District, Kaohsiung 84550, Taiwan
Publication date: November 1, 2016
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ADVANCED SCIENCE LETTERS is an international peer-reviewed journal with a very wide-ranging coverage, consolidates research activities in all areas of (1) Physical Sciences, (2) Biological Sciences, (3) Mathematical Sciences, (4) Engineering, (5) Computer and Information Sciences, and (6) Geosciences to publish original short communications, full research papers and timely brief (mini) reviews with authors photo and biography encompassing the basic and applied research and current developments in educational aspects of these scientific areas.
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