scholarly journals Investigating the Academic Motivations and Academic Achievements of Pre-Service Visual Arts Teachers

2019 ◽  
Vol 8 (3) ◽  
Keyword(s):  
Visual Arts ◽  
Academic Achievements ◽  
Arts Teachers ◽  
Academic Motivations

scholarly journals THE RELEVANCE OF THE VISUAL ARTS CURRICULUM IN THE PREPARATION OF PRE-SERVICE VISUAL ARTS TEACHERS IN UGANDA

2017 ◽  
Vol 75 (4) ◽  
pp. 394-409
Author(s):  
Julius Ssegantebuka
Keyword(s):  
Visual Arts ◽  
Practical Knowledge ◽  
Integrated Approach ◽  
Design Data ◽  
Visual Arts Education ◽  
Short Period ◽  
Arts Curriculum ◽  
Arts Teachers ◽  
Visual Arts Curriculum

The research examined the relevance of the visual arts curriculum content with the view of assessing the extent to which it equips pre-service visual arts teachers with the knowledge and skills required for effective teaching. The study adopted a descriptive case study design. Data were collected from three purposively selected National Teacher Colleges (NTCs), six tutors and 90 final year pre-service visual arts teachers participated in this study. The research findings showed that teacher education institutions are inadequately preparing pre-service visual arts teachers because of the gaps in the Visual Arts Curriculum (VAC) used in NTCs. Some of these gaps are attributed to the structure of the visual arts curriculum tutors use in NTCs. The visual arts curriculum lacks explicit visual arts assessment strategies; it has wide and combined visual arts content to be covered within a short period of two years and the limited knowledge of the available art materials, tools and equipment. The research recommended the restructuring of the VAC to accommodate more practical; and the introduction of specialized knowledge in the visual arts education (VAE) to enable tutors decipher practical knowledge from the theory studied so as to adopt an integrated approach in VAE curriculum. Keywords: case study, pre-service teachers, relevant visual arts curriculum.

scholarly journals Formation continue des enseignantes spécialisées en arts plastiques pour faire de l’école un espace inclusif, ouvert à l’autre et au monde | Professional Development of Art Teachers to Make School a Place that is Inclusive, Open to Others and the World

2017 ◽  
Vol 44 (1) ◽  
pp. 47-63
Author(s):  
Mona Trudel ◽  
Adriana De Oliveira ◽  
Élyse Mathieu ◽  
Réginald Fleury
Keyword(s):  
Contemporary Art ◽  
Visual Arts ◽  
Collaborative Research ◽  
Art Teachers ◽  
Intercultural Education ◽  
Student Culture ◽  
Formation Continue ◽  
Female Teachers ◽  
Education Professional ◽  
Arts Teachers

Abstract: The article deals with a training program involving visual arts teachers and pedagogical advisors from the Montreal School Board (CSDM). The goal of collaborative research was to foster the development of new modes of practice by supporting female teachers in the development of art projects that combine contemporary art, intercultural education and student culture. In this research, we aimed to identify the elements that favor the integration of the intercultural dimension in the visual arts class or that constitute an obstacle. The results of the study highlight the importance of the appreciation of contemporary art as a lever for intercultural dialogue.Keywords: Current art; Artistic education ; Intercultural education; Professional development.Résumé : L’article traite d’un programme de formation impliquant des enseignantes en arts plastiques et des conseillères pédagogiques de la Commission scolaire de Montréal (CSDM). L’objectif de la recherche collaborative était de favoriser l'élaboration de nouveaux modes de pratiques en soutenant des enseignantes dans le développement de projets d'art qui conjuguent art actuel, éducation interculturelle et culture des élèves. Dans cette recherche, nous visions à identifier les éléments qui favorisent l’intégration de la dimension interculturelle en classe d’arts plastiques ou qui en constituent un obstacle. Les résultats de l’étude soulignent l’importance de l’appréciation de l’art actuel comme levier d’un dialogue interculturel.Mots clés : Art actuel ; Éducation artistique ; Éducation interculturelle ; Développement professionnel

scholarly journals Prospective Visual Arts Teachers’ Innovation Skills and Attitudes towards Computer Assisted Instruction

2020 ◽  
Vol 4 (2) ◽  
pp. 98-107
Author(s):  
Sema Kara
Keyword(s):  
Visual Arts ◽  
Teacher Candidates ◽  
Attitude Scale ◽  
Comparative Approach ◽  
Computer Assisted ◽  
School Factors ◽  
Computer Aided ◽  
Arts Teachers ◽  
Students Attitudes ◽  
Teaching Attitudes

The aim of this study is to examine the prospective visual arts teachers' innovation skills and their attitudes towards computer-assisted teaching in terms of demographic and school factors. In this context, using comparative relational research model; the students' attitudes towards innovation skills and computer assisted teaching were examined with a comparative approach. The study group of this research consists of 305 visual arts teacher candidates studying at Dicle University, Anadolu University, Mersin University, Necmettin Erbakan University and Marmara University. Attitude scale and innovation skills scales were used to collect data. According to the analysis of the data, it was seen that visual arts teacher candidates' perceptions of innovation skills and their attitudes towards computer aided teaching are high. In addition, significant differences were found in computer aided teaching attitudes and innovation skills according to faculty type, grade level and gender. Finally, significant relationships were found between innovation skills and entrepreneurship perception.

scholarly journals Social Justice Perception of Pre-Service Visual Arts Teachers: Visual Inquiries

2021 ◽  
Vol 7 (3) ◽  
pp. 517-545
Author(s):  
Ebru Güler
Keyword(s):  
Social Justice ◽  
Violence Against Women ◽  
Visual Arts ◽  
Animal Rights ◽  
Reliability And Validity ◽  
Structured Interviews ◽  
Justice Perception ◽  
Arts Teachers ◽  
The Individual ◽  
Academic Year

<p style="text-align:justify">This study seeks to reveal the perceptions of pre-service visual arts teachers on social justice through art-based practices focused on social justice. Designing on visual phenomenology, this study was performed in the fall semester of the 2018-2019 academic year. Five different activities involving visual inquiries are presented to reveal the perceptions of the pre-service teachers on social justice. The research participants are 35 (13 male, 22 female) sophomore-level pre-service teachers. The data are obtained through course documents, reflective diaries and semi-structured interviews. The data are then analysed through content analysis; reliability and validity are ensured through triangulation. This study identifies four different themes: association, questioning, transformation and reflection. The findings show that the pre-service teachers questioned common issues related to social justice. It was observed in the activities performed in this study that the pre-service teachers identified the visual themes. They mentioned common social justice issues based on the things they experienced and their observations. These are such as women's rights, violence against women, children's rights, LGBT, animal rights, language and religion differences, income imbalance, racism, and discrimination. The issues they questioned were the direct expression of the individual experiences of the pre-service teachers through visuals.</p>

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