With the advent of a knowledge-creating society, creativity and emotional competencies such as harmony and sympathy have been emphasized. Hence, teachers as well have been required to manage and create a knowledge on the basis of a sense of creativity, imagination, insight, and aesthetic. However, pre-service teacher education so far has hardly focused on such competencies due to the lessons that were instructor-centered, theory-focused. Thus, it is needed to develop and apply an alternative instruction method that would improve the knowledge-creating competency. This study applied smart-phone film-making instruction method to 「Schoolteachers」 course designed for pre-service teachers for a semester, and analyzed students’ learning process and results. For this purpose, personal journals and team portfolios were collected. Also, course observation reports and interview data were included as a complementary material. Then, they were analyzed using Qualitative Analysis. The major findings from the analysis are listed as follows. First, students’ prior knowledge and perspectives towards school teachers were reflected as topics for their films, most of which were related to the initial stage of teacher’s professional development. For instance, they were interested in teacher socialization, teacher’s interpersonal relationship, teacher training system, and teacher’s professional development. Also, their interests were characterized as understanding of a teacher from student’s perspective, a question for a teacher’s normative model, and reflection on preconceived idea of school principals. Second, students have changed their knowledge and attitudes towards school teachers through learning. While they focused only on issues around them at first, they have widened their horizons to a school organization and a teaching profession. Moreover, they have changed their perceptions towards teaching profession and school teachers throughout the course.