Competence of Croatian Student-Teachers and Primary School Teachers in the Visual Arts
Keywords:
competence, primary school teachers, professional training, student-teachers, subject-specific competences, visual arts education
Abstract
In visual arts education, specific competences pertain to having knowledge from the theory and praxis of visual arts and the teaching methodology of visual arts. The goal of this research was to examine the opinions of 231 students of graduate teacher studies and 143 in-service primary school teachers about the importance of specific competences in the visual arts, as well as the level of achieving the stated competences during studies. The frequency of teachers attending various forms of professional training in the visual arts was also examined. Two questionnaires were designed for the research. The data obtained with the questionnaires were processed at the level of descriptive and inferential statistics. A Wilcoxon Signed Ranks Test was used to compare the differences in the arithmetic means between the perception of importance and the perception of possessing the competences between these two groups. The research has shown the existence of a statistically significant difference between the self-assessment about the importance of specific competences in the visual arts, and the self-assessment of having these competences, both with students of the Croatian faculties of teacher education and primary school teachers. The results also have shown the insufficient presence of teachers’ further professional training in the visual arts area.
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References
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Bonwell, C. C. (2000). Active learning: Creating excitement in the classroom. Washington, DC: The George Washington University.
Burnard, P., & Hennessy, S. (Eds.) (2006). Reflective practices in arts education. Dordrecht: Kluver.
Craft, A. (2000). Continuing professional development: A practical guide for teachers and schools. London, UK: Routledge.
Desimone, L. M., Porter, A. C. Garet, M. S. Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81–112.
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Duh, M., Hezog, J., & Gosak, L. (2011). The role of using art techniques for teaching art and design strategies to primary school children. Journal of Elementary Education, 4(1-2), 61–80.
Duncum, P. (1999). What elementary generalist teachers need to know to teach art well. Art Education, 52(6), 33–37.
Efland, A. D. (2002). Art and Cognition: Integrating the visual arts in the curriculum. New York, NY: Teachers College Press, Columbia University & National Art Education Association.
Eisner, E. W. (2002). What can education learn from the arts about the practice of education? Journal of Curriculum and Supervision, 18(1), 4–16.
Garvis, S., & Pendergast, D. (2012). Storying music and the arts education: The generalist teacher voice. British Journal of Music Education, 29(1), 107–123.
Hudson, P. B., & Hudson. S. M. (2005). Examining preservice primary teachers’ potential for teaching art in primary schools. Retrieved from http://eprints.qut.edu.au/3590/1/3590.pdf
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Hurwitz, A., & Day, M. (2007). Children and their art: Methods for the elementary school. Belmont, CA: Thomson Higher Education.
Kowalchuk, E. A. (1999). Perceptions of practice: What art student teachers say they learn and need to know. Studies in Art Education, 41(1), 71–90.
Marshall, J. (2005). Connecting art, learning, and creativity: A case for curriculum integration. Studies in Art Education, 46(3), 227–241.
Muršak, J. (2001). Kompetence kot osnova razvoja sodobnih sistemov poklicnega izobraževanja [Competencies as the basis for the development of modern vocational education systems]. Sodobna pedagogika, 52(4), 71–82.
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Oreck, B. (2004). The artistic and professional development of teachers. Journal of Teacher Education, 55(1), 55–69.
Peklaj, C., & Puklek LepuÅ¡Äek, M. (2006). Pridobljene in želene uÄiteljske kompetence diplomantov in Å¡tudentov Filozofske fakultete [Acquired and desired teachers' competencies of graduates and students of the Faculty of Arts]. In C. Peklaj (Ed.), Teorija in praksa v zobraževanju uÄiteljev (pp. 29–43). Ljubljana: Center za pedagoÅ¡ko izobraževanje, Filozofska fakulteta, Univerza v Ljubljani.
Pevec Grm, S., & Škapin, D. (2006). Kurikul na nacionalni in šolski ravni v poklicnem in strokovnem izobraževanju [Curriculum at national and school level in vocational and professional education]. Ljubljana: Center republike Slovenije za poklicno izobraževanje.
Podobnik, U. (2011). Percepcija likovne umetnine in naÄrtovanje likovne dejavnosti v Å¡oli [Perception of artwork and planning of visual arts classes at school]. In V. M. Kolar, B. Sicherl Kafol, & D. Skribe Dimec (Eds.), Specialne didaktike: kaj nas povezuje in kaj loÄuje (pp. 51–66). Ljubljana: PedagoÅ¡ka fakulteta.
Prentice, R. (2002). Preparing primary teachers to teach art and design effectively. International Journal of Arts and Design Education, 21(1), 72–81.
RazdevÅ¡ek PuÄko, C., & Rugelj, J. (2006). Kompetence v izobraževanju uÄiteljev [Competencies in teacher education]. Vzgoja in izobraževanje, 37(1), 34–41.
Russell-Bowie, D. E. (2009). Syntegration or disintegration? Models of integrating the arts across the primary curriculum. International Journal of Education & the Arts, 10(28). Retrieved from http://www.ijea.org/v10n28/
Russell-Bowie, D. E. (2012). Developing preservice primary teachers’ confidence and competence in arts education using principles of authentic learning. Australian Journal of Teacher Education, 37(1), 60–74.
Saarni, C. (1999). The development of emotional competence. New York, NY: Guilford Press.
Shepherd, D. (Ed.) (2005). Creative engagements: Thinking with children. Oxford, UK: Inter-Disciplinay Press.
Tacol, T. (2006). Izgrajevanje kompetenc – izhodiÅ¡Äe za kakovostno pouÄevanje pri likovni dejavnosti [Building competencies - a starting point for quality teaching in visual arts education]. In S. Tancig & T. Devjak (Eds.), Prispevki k posodobitvi pedagoÅ¡kih Å¡tudijskih programov (pp. 170–191). Ljubljana: PedagoÅ¡ka fakulteta Univerze v Ljubljani.
Tacol, T. (2007). Creative lessons of visual art education. Bratislava: Digit.
Taylor, E. W. (2007). An update of transformative learning theory: A critical review of the empirical research (1999-2005). International Journal of Lifelong Education, 26(2), 173–191.
Tomljenović, Z. (2015). An interactive approach to learning and teaching in visual arts education. CEPS Journal, 5(3), 75–95.
Tomljenović, Z., & Novaković, S. (2014). MiÅ¡ljenja uÄitelja razredne nastave o uÄenju i pouÄavanju likovne kulture u osnovnoj Å¡koli [Class teachers' opinions about learning and teaching visual arts in elementary school]. Inovacije u nastavi, 27 (2014), 1, 31–41.
ValenÄiÄ Zuljan, M. (2001). Modeli in naÄela uÄiteljevega profesionalnega razvoja [Models and principles of teachers' professional development]. Sodobna pedagogika, 52(2), 122–141.
Vizek Vidović, V. (2009). Model razvoja kurikuluma usmjerenog na kompetencije [A model of competency-oriented curriculum development]. In V. Vizek Vidović (Ed.), Planiranje kurikuluma usmjerenog na kompetencije u obrazovanju uÄitelja i nastavnika (pp. 67–75). Zagreb: Filozofski i UÄiteljski fakultet SveuÄiliÅ¡ta u Zagrebu.
Weiner, B. (2005). Motivation from an attribution perspective and the social psychology of perceived competence. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation, (pp. 73–84). New York, NY: Guilford.
Welch, A. (1995). The self-efficacy of primary teachers in art education. Issues in Educational Research, 5(1), 71–84.
Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173–209.
Zgaga, P. (2007). Prenova izobraževanja uÄiteljev v vetrovih evropskih reform visokega Å¡olstva [Renovation of teacher education in the context of European higher education reforms]. In T. Devjak & P. Zgaga (Eds.), Prispevki k posodobitvi pedagoÅ¡kih Å¡tudijskih programov II (pp. 9–35). Ljubljana: PedagoÅ¡ka fakulteta.
Atkinson, D. (2002). Art in education: Identity and practice. Dordrecht: Kluwer Academic Publishers.
Barton, G. M., Baguley, M., & MacDonald, A. (2013). Seeing the bigger picture: Investigating the state of the arts in teacher education programs in Australia. Australian Journal of Teacher Education, 38(7), 75–90.
Retrieved from http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2106&context=ajte
Bamford, A. (2006). The wow factor: Global research compendium on the impact of the arts in education. Berlin: Waxmann.
Bognar, L., & Bognar, B. (2007). Kreativnost uÄitelja kao znaÄajna kompetencija nastavniÄke profesije [Teachers' creativity as a significant competence of the teaching profession]. In N. Babić (Ed.), Kompetencije i kompetentnost uÄitelja (pp. 96–115). Osijek: UÄiteljski fakultet SveuÄiliÅ¡ta Josipa Jurja Strossmayera u Osijeku.
Bonwell, C. C. (2000). Active learning: Creating excitement in the classroom. Washington, DC: The George Washington University.
Burnard, P., & Hennessy, S. (Eds.) (2006). Reflective practices in arts education. Dordrecht: Kluver.
Craft, A. (2000). Continuing professional development: A practical guide for teachers and schools. London, UK: Routledge.
Desimone, L. M., Porter, A. C. Garet, M. S. Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81–112.
Domović, V., & Vizek Vidović, V. (2010). Developing a quality culture in initial teacher education in Croatia. In B. Hudson, P. Zgaga, & B. Astrand (Eds.), Advancing quality cultures for teacher education in Europe (pp. 105–121). Umea: Umea School of Education, Umea University.
Duh, M., Hezog, J., & Gosak, L. (2011). The role of using art techniques for teaching art and design strategies to primary school children. Journal of Elementary Education, 4(1-2), 61–80.
Duncum, P. (1999). What elementary generalist teachers need to know to teach art well. Art Education, 52(6), 33–37.
Efland, A. D. (2002). Art and Cognition: Integrating the visual arts in the curriculum. New York, NY: Teachers College Press, Columbia University & National Art Education Association.
Eisner, E. W. (2002). What can education learn from the arts about the practice of education? Journal of Curriculum and Supervision, 18(1), 4–16.
Garvis, S., & Pendergast, D. (2012). Storying music and the arts education: The generalist teacher voice. British Journal of Music Education, 29(1), 107–123.
Hudson, P. B., & Hudson. S. M. (2005). Examining preservice primary teachers’ potential for teaching art in primary schools. Retrieved from http://eprints.qut.edu.au/3590/1/3590.pdf
Hudson, P., & Hudson, S. (2007). Examining preservice teachers’ preparedness for teaching art. International Journal of Education & the Arts, 8(5), 1–24. Retrieved from http://ijea.asu.edu/v8n5/
Hurwitz, A., & Day, M. (2007). Children and their art: Methods for the elementary school. Belmont, CA: Thomson Higher Education.
Kowalchuk, E. A. (1999). Perceptions of practice: What art student teachers say they learn and need to know. Studies in Art Education, 41(1), 71–90.
Marshall, J. (2005). Connecting art, learning, and creativity: A case for curriculum integration. Studies in Art Education, 46(3), 227–241.
Muršak, J. (2001). Kompetence kot osnova razvoja sodobnih sistemov poklicnega izobraževanja [Competencies as the basis for the development of modern vocational education systems]. Sodobna pedagogika, 52(4), 71–82.
Niemi, H., & Kohonen, V. (1995). Towards new professionalism and active learning in teacher development: Empirical findings on teacher education and induction. Tampere: University of Tampere.
Oreck, B. (2004). The artistic and professional development of teachers. Journal of Teacher Education, 55(1), 55–69.
Peklaj, C., & Puklek LepuÅ¡Äek, M. (2006). Pridobljene in želene uÄiteljske kompetence diplomantov in Å¡tudentov Filozofske fakultete [Acquired and desired teachers' competencies of graduates and students of the Faculty of Arts]. In C. Peklaj (Ed.), Teorija in praksa v zobraževanju uÄiteljev (pp. 29–43). Ljubljana: Center za pedagoÅ¡ko izobraževanje, Filozofska fakulteta, Univerza v Ljubljani.
Pevec Grm, S., & Škapin, D. (2006). Kurikul na nacionalni in šolski ravni v poklicnem in strokovnem izobraževanju [Curriculum at national and school level in vocational and professional education]. Ljubljana: Center republike Slovenije za poklicno izobraževanje.
Podobnik, U. (2011). Percepcija likovne umetnine in naÄrtovanje likovne dejavnosti v Å¡oli [Perception of artwork and planning of visual arts classes at school]. In V. M. Kolar, B. Sicherl Kafol, & D. Skribe Dimec (Eds.), Specialne didaktike: kaj nas povezuje in kaj loÄuje (pp. 51–66). Ljubljana: PedagoÅ¡ka fakulteta.
Prentice, R. (2002). Preparing primary teachers to teach art and design effectively. International Journal of Arts and Design Education, 21(1), 72–81.
RazdevÅ¡ek PuÄko, C., & Rugelj, J. (2006). Kompetence v izobraževanju uÄiteljev [Competencies in teacher education]. Vzgoja in izobraževanje, 37(1), 34–41.
Russell-Bowie, D. E. (2009). Syntegration or disintegration? Models of integrating the arts across the primary curriculum. International Journal of Education & the Arts, 10(28). Retrieved from http://www.ijea.org/v10n28/
Russell-Bowie, D. E. (2012). Developing preservice primary teachers’ confidence and competence in arts education using principles of authentic learning. Australian Journal of Teacher Education, 37(1), 60–74.
Saarni, C. (1999). The development of emotional competence. New York, NY: Guilford Press.
Shepherd, D. (Ed.) (2005). Creative engagements: Thinking with children. Oxford, UK: Inter-Disciplinay Press.
Tacol, T. (2006). Izgrajevanje kompetenc – izhodiÅ¡Äe za kakovostno pouÄevanje pri likovni dejavnosti [Building competencies - a starting point for quality teaching in visual arts education]. In S. Tancig & T. Devjak (Eds.), Prispevki k posodobitvi pedagoÅ¡kih Å¡tudijskih programov (pp. 170–191). Ljubljana: PedagoÅ¡ka fakulteta Univerze v Ljubljani.
Tacol, T. (2007). Creative lessons of visual art education. Bratislava: Digit.
Taylor, E. W. (2007). An update of transformative learning theory: A critical review of the empirical research (1999-2005). International Journal of Lifelong Education, 26(2), 173–191.
Tomljenović, Z. (2015). An interactive approach to learning and teaching in visual arts education. CEPS Journal, 5(3), 75–95.
Tomljenović, Z., & Novaković, S. (2014). MiÅ¡ljenja uÄitelja razredne nastave o uÄenju i pouÄavanju likovne kulture u osnovnoj Å¡koli [Class teachers' opinions about learning and teaching visual arts in elementary school]. Inovacije u nastavi, 27 (2014), 1, 31–41.
ValenÄiÄ Zuljan, M. (2001). Modeli in naÄela uÄiteljevega profesionalnega razvoja [Models and principles of teachers' professional development]. Sodobna pedagogika, 52(2), 122–141.
Vizek Vidović, V. (2009). Model razvoja kurikuluma usmjerenog na kompetencije [A model of competency-oriented curriculum development]. In V. Vizek Vidović (Ed.), Planiranje kurikuluma usmjerenog na kompetencije u obrazovanju uÄitelja i nastavnika (pp. 67–75). Zagreb: Filozofski i UÄiteljski fakultet SveuÄiliÅ¡ta u Zagrebu.
Weiner, B. (2005). Motivation from an attribution perspective and the social psychology of perceived competence. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation, (pp. 73–84). New York, NY: Guilford.
Welch, A. (1995). The self-efficacy of primary teachers in art education. Issues in Educational Research, 5(1), 71–84.
Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173–209.
Zgaga, P. (2007). Prenova izobraževanja uÄiteljev v vetrovih evropskih reform visokega Å¡olstva [Renovation of teacher education in the context of European higher education reforms]. In T. Devjak & P. Zgaga (Eds.), Prispevki k posodobitvi pedagoÅ¡kih Å¡tudijskih programov II (pp. 9–35). Ljubljana: PedagoÅ¡ka fakulteta.
Published
2019-09-27
How to Cite
Tomljenović, Z., & Novaković, S. (2019). Competence of Croatian Student-Teachers and Primary School Teachers in the Visual Arts. Center for Educational Policy Studies Journal, 9(3), 157-177. https://doi.org/10.26529/cepsj.246
Section
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