Experience in Preparing Fine Arts Teachers-to-Be

The article presents and verifies the author’s component-based methodology for developing artistic-pedagogical competency in fine arts teachers-to-be. It can be implemented in theoretical training based on the system of museum and tourism activities accorded with Ukrainian folk holidays, multimedia support and artistic-pedagogical design as factors in the optimal transformation of theoretical knowledge into practical skills, as well as students’ understanding of symbolism in arts and crafts. Also, the article presents the results drawn from the implementation of the author’s methodology in the educational process to prove its effectiveness. The analysis of the presented data indicates a pronounced tendency towards the increase in the levels of all components of artistic-pedagogical competency.

Developing Creative Abilities in Preschoolers in Painting Classes via the Principles of Neuropedagogy and Psychology of Creativity in Ukraine

The article explains the contradictions in the Ukrainian system for developing creative abilities in preschoolers. It theoretically analyzes neuropedagogical and methodical aspects of developing creative abilities in preschoolers in painting classes. Besides, the article shows how they enhance professional training of fine arts teachers in Ukraine. It also presents and justifies the author’s set of competencies and recommendations for fine arts teachers working with preschoolers in the context of neuropedagogy and psychology of creativity. The article determines neuropedagogical and neuropsychological factors in the artistic creativity of preschoolers. It states that fine arts in preschool age act as a powerful tool for developing the child’s personality, shaping the self-concept and subjective self-identity. The international relevance of the article lies in the need: a) to disclose both destructive and transitional trends in primary school education in Ukraine to enhance its effectiveness; b) to reform the traditional system-centred education in the post-Soviet countries towards a subject-centred one.

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

<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>

An Investigation of Technological Pedagogical and Content Knowledge (TPACK) Competencies of Pre-Service Visual Arts Teachers

This study aimed to examine TPACK (Technology, Pedagogy and Content Knowledge) competencies of pre-service visual arts teachers. Based on the descriptive and comparative survey model, TPACK competencies of pre-service visual arts teachers were compared on variables of gender, year of study and academic achievement. The participants of the study were 253 pre-service teachers studying in department of visual arts in Education Faculties of Atatürk, Karadeniz Teknik, Mersin and Necmettin Erbakan Universities. TPACK Competencies Scale was used to collect research data. The findings showed that TPACK competencies of pre-service visual arts teachers were low in terms of technology knowledge, but high in content knowledge. In addition, their TPACK competencies vary based on gender, year of study and academic achievement.