A Study on Developing Creativity & Personality Program Model Utilizing Movies for Pre-Service Kindergarten Teachers

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1 , pp A Study on Developing Creativity & Personality Program Model Utilizing Movies for Pre-Service Kindergarten Teachers Jeong Jin Youn 1, Hee Seung Lee 2, Se Jin Eom 3, Hyoung Jai Kim 4, Jun Yeon Lee 5, Seung Soo Shin 6 1 Springer-Verlag, Early childhood Education, Tong-Myong University, Busan, Korea 2 Co-author, Broadcasting & Media arts, Tong-Myong University, Busan, Korea 3 Co-author, Child Development & Education, Busan digital University, Busan, Korea 4 Corresponding author, Child Development & Education, Busan digital University, Busan, Korea, versus486@hanmail.net 5 Co-author, Media Eng., Tong-Myong University, Busan, Korea 6 Co-author, Information Security, Tong-Myong University, Busan, Korea Abstract. This study is to develop a creativity & personality program model utilizing movies in order to promote creativity and personality of pre-service kindergarten teachers. This study proceeded development of creativity & personality promotion program utilizing movies through 3 steps such as settingup phase on basic direction, needs analysis phase, and program developmental phase. First, this study set up comprehensiveness, synthesis, future-orientation, concurrency to basic concept regarding to basic direction of creativity & personality education. This study set up cognitive element, dispositional element, and motivated element to creative education element, personal relations and personality judgment to personal education element. Second, this creativity & personality program model set up goals of this creativity & personality program model, contents, teaching-learning method, and evaluation. Keywords: pre-service kindergarten teachers, program model utilizing movies, creativity & personality 1 Introduction Creativity & Personality education is not traditional education of negative images but future-oriented education of positive images such as pleasure, in person, important and it removes presence bases of current private educations and leads normalization of public education as well. Also, Creativity & Personality education is to cultivate creativity and personality at the same time, and it has same configuration elements like openness etc., or equips with twin qualities to which mutual-accompanying ISSN: ASTL Copyright 2013 SERSC

2 effects are large and personality development is connected to creativity development promptly like improving cooperative skills. When looking into the value of such creativity personality education, positively trying to group the method for promoting creativity personality in this study as future-oriented education could be corresponded to timely research objects. The study paid attention to a media called movie among media educations in order to promote creativity and personality(buckingham, 2003). Movie is a teaching media having immersive characters, and belongs to a key that will the horizon of creative teaching-learning methods differentiated with existing lectures. Movie makes learners have sympathy, and provides opportunities of bringing up creativity and imaginations accordingly. Movie makes viewers experience self-leading storytelling procedures through meanings in screens, and helps people to experience creative problem-solving through moral, ethical dilemmas(an & Jeong, 1999; Jeong, 2003). Furthermore, it has leading force so that learners can do various decoding on various situations having been suggested from unique uncompleted texts of the movie or dramatic contexts in person. Therefore, this study intends to develop a creativity & personality program model utilizing movies in order to promote creativity & personality of pre-service kindergarten teachers. The model of this research makes learners express own ideas confidently with various multimedia devices such as images and voices evolved from storytelling in character times instead of simply appreciating movies, and lets contents of movie screens, movie, and messages utilized for teaching media positively, and creative outputs made through various creative activities, and thus it aims at promoting creativity and personality that have to be kept to kindergarten teachers as the core competency. Selected research issues for carrying out these purposes are same as follows. Research 1. What is the basic direction of the model on creativity & personality promotion program utilizing movies for pre-service kindergarten teachers? Research 2. What is the model on creativity & personality promotion program utilizing movies for pre-service kindergarten teachers? 2 Methodology This study proceeded development of creativity & personality promotion program utilizing movies [Fig. 1] through 3 steps such as setting-up phase on basic direction, needs analysis phase, and program developmental phase. 125 Copyright 2013 SERSC

3 Fig. 1. Developing procedure on creativity & personality promotion program 2-1. Setting-up basic direction of program model Establishing creativity ㆍ personality basic concepts This study intends to understand creativity & personality by switching to more dynamic personality concept from creativity instead of perfectly independent concept on creativity and personality. That is, creativity could be considered to the ability or characteristics for positively solving problem, anxiety, and conflicts, creativity & personality education can be available in this vein. Basic concept on creativity & personality education in the research was set up from comprehensiveness, synthesis, future-orientation, and concurrency having been proposed by Kwak, Kim, Kim, Yoon (2012) Setting-up configuration element of creativity ㆍ personality promotion program Regarding to configuration factors of creativity & personality promotion program, creative education element and personal education element having been suggested by Moon and Choi(2010) were set up. Sub-factors of each component are same as Fig. 2. Fig. 2. Configuration element of creativity & personality promotion program Copyright 2013 SERSC 126

4 2-2. Demands analysis In-depth interviews objecting to kindergarten teachers In order to develop the model of this program, this study carried out depth-interviews about needs on creativity & personality promotion program objecting to 10 kindergarten teachers who are working at the kindergarten located in Busan, Korea A survey on recognition, present situations, and needs of pre-service kindergarten teachers. The study objected 200 college students who are completing teacher education courses of teacher training institution, and investigated recognition, present situations, and needs on creativity & personal promotion program. Questionnaire that was executed based on such basic data suggested practical guideline on this program model. 3. Program developmental phase 3-1. Developing program model draft Based on the results of literature reviews and demands analysis, this study developed a model draft on creativity & personality promotion program for pre-service kindergarten teachers. A program model draft on purpose and goals of this program, contents, teaching-learning method, and evaluation are made Consulting with experts and verifying feasibility In relation with the draft on composed program model, this study asked advices on adequacy and feasibility of the program model to 3 experts about creativity & personality together with film professionals. Each expert reviewed it centering on program goals, contents, adequacy of teaching-learning method etc. according to research purposes Developing final program model The study completed final program model by positively reflecting opinions come out from expert consultation and adequacy verification and then modifying, supplementing them. 127 Copyright 2013 SERSC

5 3 Results and Conclusion If summarizing developed model on creativity & personality promotion program for pre-service kindergarten teachers, it is same as follows. First, this study intended to understand basic concepts on creativity and personality by converting creativity to more dynamic personality concept instead of considering two variables as perfectly independent concepts in relation with basic direction of creativity & personality program model. Thus, this study set up comprehensiveness, synthesis, future-orientation, concurrency to basic concept regarding to basic direction of creativity & personality education. In relation with configuration elements of creativity & personality promotion program, this study set up extension of thought, convergence of thought, problemsolving to cognitive element, independence, openness to dispositional element, and curiosity, motives, commitment to motivated element. Also, the study fixed honest of personal relations, care, promise, possession, forgiveness, commitment to personal education element, and moral sensitivity, moral judgment, decision-making ability, behavioral practice power to responsibility and personality judgment. Second, goals of this creativity & personality program model, contents, teachinglearning method, and evaluation are same as Fig. 3. Fig. 3. A creativity & personality promotion program model Copyright 2013 SERSC 128

6 Through this study, pre-service kindergarten teachers become to grow up as creative teachers who can find out and solve problems creatively by extensively applying to own majoring scopes or daily life ones exceeding creative ideas in virtual space of movies. Though the study provided just creativity & personality educational program that utilized basic movies, it is necessary to device program action plans applying this model and to be developed into researches regarding effect verification in forthcoming studies. Researches on instruction models for teacher education objecting to kindergarten teachers or consulting model with the organization shall be made so that creativity & personality of pre-service kindergarten teachers could be continued after becoming formal teachers. This study believes that research results are able to suggest a new alternative on teacher education that can foster their specificity including creativity & personality development etc. of kindergarten teachers through creativity & personality program utilizing movies. Reference 1. An, J. I., Jeong, Y. G. (1999). A understanding of media education. Seoul: Hannarae. 2. Buckingham, D. (2003). Media education: Literacy, learning and contemporary culture. Cambridge, Eng.: Polity Press. 3. Jeong, Y. G. (2003). The film and education for age of digital culture. Anthropological Studies Education, 6(2), Kwak J. H., Kim K. T., Kim H. J., & Yoon Y. S. (2012). The strategy study for creativity and personality education: Elementary Social Studies education. Paju : Korea Research Information. 5. Moon Y. R., & Choi I. S. (2010). The general study of creativity and personality education. Inha University Institute of Education, 10, Copyright 2013 SERSC