Art Teacher Profile and Preference

Abstract

Art Teacher Profile and Preference Thomas M. Brewerl University of Central Florida The primary purpose of this Art Teacher Profile and Preference Survey is to better understand the educational background, educational needs, and scheduling preferences of art teachers. All too often, higher education designs programs for teachers without really exploring the interests ofthat population. Results from this study have implications for graduate programs, and also for district and state in-service programs. Some 141 of approximately 440 teachers (32.0%) responded to the survey. According to the survey, 67% of the art teachers do not have a master's degree, and 55% are in one. They are most in attending evening classes (62%) and one- or two-week summer classes (60%). Only 8 1 % of the teachers claim to have backgrounds in art/art education, and 37% received their degrees from out-of-state institutions. The teachers' interested rating is easily twice as much for studio courses as for art education, aesthetics, criticism, or art history. When the very and moderately interested categories are combined, interest in various art education courses ranges from 68% to 52%. Studio art classes range from 81% to 76%. Teachers' combined interest in aesthetics is 62%, art criticism 63%, and art history 61 %. The Art Teacher Profile and Preference Survey was conducted to better understand the educational background, educational needs, and scheduling preferences of art teachers in four central Florida school districts. The results were used to shape the graduate art education program at a state university by estimating the potential interest in the M.Ed. program and/or graduate course work. Along with this direct use of data, the survey also provides some general information and perspective about art teachers. All too often, higher education designs programs for teachers without really exploring the interests of that population. This is but one way we can better align interests and needs in art education. The findings shed some light on the education and interest of many visual art teachers. Results from this study also have implications for district and state-level in-service art programs and special workshops for art teachers. Review of Literature This study relates to the Demographic and Teacher Preparation Task Forces established by the NAEA Research Commission. The NAEA Briefing Papers (1996) served as a primary source for this review. It is somewhat surprising that so few studies have examined the educational profiles and preferences of art teachers. The surveys by Rogers (1990), Degge (1987), Jeffers (1993), and Burton (1996), vary in purpose, but do touch on the need and content in teacher preparation programs (Rogers), the highest degree held (Degge), and college major Ueffers). To these variables Burton adds the number of years teaching, and at what grade level. The purpose of the Rogers (1990) survey was to obtain information on art teacher preparation programs, and to see how these compare with the NAEA's recommendations. Of the 225 surveys sent out, 169 (75%) were returned. The survey asked specific questions about what types of classes the art teachers had to take while they were working on their degrees. Fifty-nine of the 169 respondents said that their programs equaled or exceeded the NAEA's recommendations for total credit hours in studio art and art history courses. The requirements ranged from 20 to 81 credit hours. The author says it is important to be aware of current practices in teacher preparation programs because these can suggest in practical terms what is deemed important by those in charge of drafting curricula. The Degge (1987) research article is a descriptive study of community art teachers with implications for teacher preparation and cultural policy. In this research, a questionnaire was developed which addressed four specific areas: personal background, including professional preparation; perceptions about programs and students; career goals and aspirations; and instructional aims and practices. …