Abstract
Art education in teacher training diverges from specialized art education geared towards professional artists. Teacher education prioritizes aesthetic competence through art production and appreciation, aiming to cultivate taste based on values. In contrast, specialized art education focuses on creating aesthetic works within established forms, targeting aspiring professional artists. These distinct emphases significantly shape their respective approaches. Teacher training institutions emphasize fostering students\' appreciation for art\'s value and the importance of aesthetic experiences. However, confusion sometimes blurs the goals between teacher training and specialized art education, affecting art education across different levels. This confusion can lead to an overemphasis on art production over a deep understanding of aesthetics. This paper critically examines these issues and suggests solutions to align art education in teacher training with its intended goals. By clarifying these distinctions and underscoring the role of aesthetic experience, this study aims to enhance art education practices in teacher training programs.
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