Transcending gender dichotomy through art teacher education in Zimbabwe

Zimbabwe is a patriarchal society characterized by gender dichotomy and male domination that permeates through social, educational and domestic spheres resulting in numerous challenges for art teacher education students. Expanding critical consciousness within art teacher education programmes is an imperative step towards developing art teachers who are self-aware and reflexive concerning the intersections of gender, art and education. This study investigated how engagement with visual art can provoke a heightened critical awareness about gender bias, stereotyping and equity among Zimbabwean art teacher education students. Sixteen selected art teacher education students (eight males and females) at the Great Zimbabwe University participated in the study. Participants were guided by researcher-constructed prompts for purposes of image making, interpretation and dialogue. Visual discourse analysis of the students’ visual narratives and discourse analysis of focus group transcriptions revealed several themes as well as evidence of critical reflection and expanded critical awareness related to gender issues. Visual and dialogic methods offer promise for critical engagement and reconciliation of tensions surrounding issues of gender amongst art teacher education candidates.

Digital educational space in the professional training of a musical art teacher

The objective of this study was to determine whether higher education institutions, teachers and students of the specialization in musical art are prepared to create and use the digital educational space in the educational process. The study involved the following methods: literature review and analysis of the content of official documents of higher educational institutions that provide professional training for music teachers; survey; mathematical methods of data processing; Statistica software package. The research has shown that not all higher educational institutions have the necessary resources to implement learning in the digital education space. Besides, not all higher educational institutions teach subjects that help improve students’ digital literacy. There are also teachers who have difficulties using the digital educational space in the learning process due to lack of digital literacy. The study demonstrated awareness of the importance of using the digital educational space in the education of future music teachers. But, it is necessary to pay attention to improving the digital literacy of all participants in the educational process, as well as provide educational institutions with proper modern recourses, software, hardware and equipment, including also computer music technologies and electronic musical instruments.

VALIDATION IN ART TEACHER AND PROFESSIONAL TEACHER EDUCATION CURRICULA IN FINLAND

<p>Intention and opportunity for validation of competences acquired in different contexts are considered influential to meet the incremental changes in the world of work. Positioned in the universities of applied sciences delivering art and professional teacher education in Finland, we study emergence of validation of prior learning in the intended, or planned, curricula. The Nordic Quality Model for Validation was employed as the empirical frame of reference. Data were collected from the institutions’ open websites. The critical discourse analysis revealed differences in curricular discourses between and across the institutions. Texts with more indicators of validation were found within larger providers of professional teacher education, whereas those were more scarce in texts from smaller institutions. Validation texts are shorter in length and more fragmented in art teacher curricula. Despite its centrality in educational policy, validation remains in the margins of art and professional teacher education curricula. It is unlikely that the intended curricula facilitate teacher trainers’ efforts to form a shared repertoire of a community of practice in validation of non-formal and informal learning. We suggest further study on the enacted and experienced curricula to examine the role of validation in art teacher and professional teacher education.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0893/a.php" alt="Hit counter" /></p>

ЗМІСТ ДИРИГЕНТСЬКО-ХОРОВОЇ ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА У ПЕДАГОГІЧНИХ ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

The article considers the problem of choral-conducting training of future music art teachers and its place in the system of professional training in pedagogical institutions of higher education. It is noted that the discipline «Choral Conducting», which is part of the Workshop of choral-conducting training is included in the professional unit of the professional system of training specialists, specialty 014 Secondary Education (Music). It includes knowledge, skills and abilities of conducting and choir organization. The effectiveness of the individual form of conducting training is substantiated, which is due to the specifics of choral conducting as a performing art and contributes to the formation of each student’s professiogram. The author highlights the interdisciplinary links of the course «Choral Conducting» with other disciplines that provide a complex professional training of the student, as well as strengthen his/her professional and pedagogical orientation. The article analyzes the theoretical views and pedagogical principles of representatives of Ukrainian conducting and choral schools, which created unique scientific and pedagogical systems of a conductor’s formation. Based on the main provisions of these systems, the author developed the content of choral-conducting training of future music art teachers in pedagogical institutions of higher education, taking into account the regional component (Zaporizhzhia region, Northern Azov), which is represented by works of relevant composers. The article presents the gradual formation of a music art teacher as a specialist choirmaster. The detailed content of choral-conducting training of bachelor's degree students is given. The basic skills that are complicated and improved in the process of conducting are highlighted. The role of the regional component in the content of educational programs and its assistance in preserving the cultural traditions of the region is determined. Key words: future music art teachers, choral-conducting training, conducting activity, choir.

The Influence of "Art Teaching Guide" on the Concept of Art Education, Teaching Practice and Art Teacher Education in China

In China, with the rapid economic development and the general improvement of people's quality, the traditional mode of art education has been unable to meet the needs of social development. The outline of the 14th Five-Year Plan calls for building a high-quality education system and promoting the modernization of education. In the process of vigorously promoting the new curriculum reform, with the overall educational goal of cultivating students' "core qualities" and promoting people's all-round development, China has introduced advanced western educational concepts in the aspect of fine arts education and adopted corresponding measures to reform China's fine arts education. This article discusses the influence of "Art Teaching Guide" written by American professors Mike Parks and John Cesca on Chinese art education philosophy, teaching practice and art teacher education. Finally, combining with the actual situation of Chinese art education, the author expresses some thoughts and hopes about the content of this book.

Teacher training

This article discusses Art teacher training in the context of early childhood education in the Brazilian scenario through a systematic review of articles published on the databases Google Scholar, Scientific Eletronic Library Online (SciELO) and Capes Portal of Periodicals between 2014 and 2019. It aims to understand how Brazilian bibliographical production has been studying this theme and proposes a critical theoretical reflection about that issue. Analyses showed research developed in educational contexts focused on professional training for the construction of knowledge and the promotion of critical and reflexive pedagogical practices. We conclude that the training process builds a democratic education enabling new practices and the real aesthetic sense that art can offer.