Preservice Art Research Articles

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>

Challences Facing Tutors in the Teaching of Visual Arts Education in National Teacher Colleges in Uganda

The study examined the challenges faced by tutors in the teaching of the visual arts education (VAE) in national teachers’ colleges (NTCs) in Uganda. The study adopted a qualitative approach where tutors’ and pre-service visual arts teachers’ (PVATs) views about the challenges facing them in the teaching and learning in visual arts were expressed. Data were collected from two pur­posively selected NTCs, and ten tutors. Yet, the 48 second year PVATs who participated in this study, were randomly selected from the many who were available. The researchers used interviews, document reviews and focus group discussions to collect data. The findings show that the challenges facing tutors in the teaching of visual arts have a great impact on what PVATs learn. Some visual art disciplines have too much content to be covered within a short period of two years. There is a general lack of teaching resources, such as art materials, tools and equipment, textbooks, and inadequate teaching space. The researchers recommended the reduction of the content of some visual art disciplines to fit the available time; provide art materials, tools and equipment as well as adequate teaching space which would allow the use of more appropriate teaching methods which would avail tutors with the opportunity to perform to their expectations in visual arts teaching.

화법 교실에서의 지식 교수·학습에 대한 근거 이론적 접근 - ‘대화의 원리’에 대한 예비 국어교사의 문제 인식을 중심으로 -

화법 교실에서의 지식 교수·학습에 대한 근거 이론적 접근 - ‘대화의 원리’에 대한 예비 국어교사의 문제 인식을 중심으로 -

PRE-SERVICE VISUAL ARTS TEACHERS’ PERCEPTIONS OF THE EFFECTIVENESS OF THEIR METHODS COURSE IN NATIONAL TEACHER COLLEGES IN UGANDA

This research aimed to investigate the second year pre-service visual arts teachers' (PVATs) perceptions of the effectiveness of their methods course in equipping them with the knowledge and skills of teaching during teacher preparation in NTCs in Uganda and how it improved their teaching competence levels. The content for the methods course is aimed at preparing PVATs for school practice. The preparation is done while PVATs are still at college. The study followed a quantitative research design where a self-constructed questionnaire was administered to fifty-two PVATs who had just returned from school practice. Descriptive statistics were used to analyse the data collected through the questionnaires. The overall findings showed that PVATs needed urgent remedial support in using a variety of teaching and learning resources; lesson planning and implementation; using a variety of teaching methods and using a variety of assessment strategies. It was recommended that NTCs administration revise the methods course content and include technology-based content, conducting methods course content lectures right from the first term of an academic year, refresh tutors' knowledge of the methods course content and ensure regular attendance of both tutors and PVATs. Article visualizations:

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

<p style="text-align:justify">In this study, it was aimed to investigate the academic motivations and academic achievements of pre-service visual arts teachers in the Division of Art Education in the Department of Fine Arts in the Faculty of Education in terms of some variables. The study group consisted of 127 (79 female/ 48 male) students in the division of art education. As the data collection tool, the “Academic Motivation Scale (AMS)”, developed by Vallerand et al. and then, translated into Turkish for university students by Karaguven, was used to find out the academic motivations of students, and the personal information form was used to get the personal information of students in the study. In the research, in which the relational screening method was used, the descriptive analysis was applied to determine the motivation levels of pre-service visual arts teachers; independent sampling t-test to compare their average scores according to gender; one-way variance analysis to test according to the class variable, and Pearson Correlation test to determine the relationship between their academic motivation and academic achievement. The findings of the study show that the intrinsic and extrinsic motivations of pre-service visual arts teachers are at a good level. It was found that the amotivation levels of pre-service visual arts teachers were at a low level. As the average scores according to gender were investigated, the meaningful difference was encountered in favour of female participants for intrinsic motivations. It was found that the intrinsic motivations of females related to the achievement were higher. An increase, from 1st year to 4th years students, was observed in terms of the academic motivation levels of pre-service visual arts teachers according to the class variable. However, no meaningful difference was encountered between the average scores of the students' academic motivations according to the class variable. It was found that the relationship between academic motivation and academic achievement was low.</p>

Development and effect of pre-service liberal arts course using reading workshop

Development and effect of pre-service liberal arts course using reading workshop

The Western Australian Art and Crafts Superintendents’ advocacy for years k-12 Visual Arts in education

Purpose – The purpose of this paper is to record Visual Arts education in Western Australia (WA) as it underwent significant change between 1967 and 1987, in administration, policy, curriculum and professional development. Design/methodology/approach – A narrative inquiry approach was utilized to produce a collective recount of primary Visual Arts teacher education, based on 17 interviews with significant advocates and contributors to WA Visual Arts education during the aforementioned period. Findings – This paper underscores the history of the role of Western Australian Superintendents of Art and Crafts and the emergence of Visual Arts specialist teachers in primary schools, from the successful establishment of a specialist secondary Visual Arts program at Applecross Senior High School, to the mentoring of generalist primary teachers into a specialist role, as well as the development and implementation of a new Kindergarten through to Year 7 Art and Crafts Syllabus. It also discusses the disestablishment of the WA Education Department’s Art and Crafts Branch (1987). Originality/value – The history of primary Visual Arts specialists and advocacy for Visual Arts in WA has not been previously recorded. This history demonstrates the high quality of past Visual Arts education in WA, and questions current trends in pre-service teacher education and Visual Arts education in primary schools.

Dialogic pedagogy in Hong Kong: Introducing art and culture

This paper presents an examination of the learning of pre-service Visual Arts teachers through dialogic pedagogy. Dialogic education gives students the power to speak in their own voices, and through the interactions which take place between them, relationships, identities and ideologies are constructed. The dialogic process examined in this paper was conducted prior to the teaching of concepts relating to art. It involved pairs of students, with one student bringing and describing his/her favourite artwork and the other responding. The data revealed that the participants learned in an interactive way, and through self-reflection and a process of critical thinking. Dialogic pedagogy favours the development of interpersonal relationships; a supportive learning environment which enhances students’ understanding is built up. After use of dialogic pedagogy for over three years in teaching this course the scope of the students’ knowledge was extended and they had become more motivated to learn.