（英文摘要）

This study aimed to establish creativity norms for pre-service Teaching Chinese to Speakers of Other Languages (TCSOL) teacher education students (PTTES) in Taiwan and to analyze their differences in creativity. Utilizing the New Creativity Test, which was validated for reliability and validity, this study sampled and tested 414 Taiwanese PTTES. The findings reveal that: (1) the figural creativity-elaboration of PTTES is slightly higher than that of Taiwanese undergraduates and postgraduates, while other creativity of PTTES is slightly lower; (2) there were no significant differences in creativity between male and female PTTES; and (3) PTTES in postgraduate programs significantly outperformed undergraduate PTTES in verbal creativity-fluency, while PTTES in both postgraduate and credit programs significantly exceeded those in undergraduate programs in verbal creativity-originality. Furthermore, PTTES in credit programs demonstrated significantly higher figural creativity-originality than those in postgraduate programs. Based on these results, this study proposes the CREATIVE Flower Model as a creativity pedagogical framework for TCSOL programs in Taiwan, offering targeted teaching strategies for each group. For postgraduate PTTES, the “Challenging” strategy can urge them to undertake tasks that demand higher levels of critical thinking and problem-solving in a linguistically rich environment. The “Adaptive Solutions,” developing innovative responses to these challenges, will likely be the most impactful for enhancing figural creativity-originality in postgraduate PTTES. Undergraduate PTTES can benefit from the “Team Presentation,” sharing and showcasing creative ideas and solutions, and “Impact Evaluation,” which measures the effectiveness and practicality of the proposed solutions to build creative confidence and communication skills. Credit program PTTES, which excels in figural creativity and originality, can be tasked with interdisciplinary projects that integrate TCSOL concepts to develop innovative teaching methods and materials. Leveraging the CREATIVE Flower Model enhances the creativity of PTTES and addresses potential challenges in Chinese language classrooms, ultimately contributing to the development of effective and innovative TCSOL teachers.