Promotion of Project-Based Learning on Creative Teaching Behaviors and Creativity in Pre-Service Physical Education Teachers

The purpose of this study was to examine the effects of Project-Based Learning (PBL) integration into teaching method in physical education (PE) on the creative teaching behaviors and creativity of pre-service PE teachers. Seventy-five pre-service PE teachers were recruited from two Physical Education colleges in northern Taiwan. Thirty-seven pre-service teachers were assigned to PBL Group, and thirty-eight pre-service teachers were assigned to Lecture Learning Group (LLG). Both groups met once a week with 100 minutes per session for 16 weeks. The Creative Teaching Behaviors Scale and the New Creative Thinking were administered three times that is on 1st week, 10th week and 16th week during the intervention. The results showed that the PBL integration into teaching method in physical education, the PBL Group had significant best improvements on creative teaching behaviors and creativity of the post-test than the follow up test. Furthermore, the PBL Group had better performance on creative teaching behaviors and creativity than the LLG group. It is concluded that PBL in the course of teaching in physical education can increase the creative teaching behaviors and creativity of pre-service PE teachers. These results explained that sharing knowledge during team cooperation and building harmonious atmosphere can promote the creativity and innovative behavior.