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The Artistic and Professional Development of Teachers

The Artistic and Professional Development of Teachers During the past decade, the arts have been increasingly included in professional development programs for general education teachers in the United States. Little is known, however, about teachers’ attitudes toward the arts in education or the applications of arts processes in their teaching practice. In this mixed-methods study, data collected from 423 K-12 teachers indicated that teachers believe the arts are important in education, but use them rarely. They are hindered by a lack of professional development and intense pressure to teach the mandated curriculum. Awareness of student diversity and the need for improved motivation and enjoyment in learning were the most frequently cited motivations for using the arts. Teachers’ self-efficacy and self-image relating to creativity and artistry influenced arts use more than any other personal characteristic. Surprisingly, neither prior arts instruction, current artistic practice, nor years of teaching experience were significant predictors of arts use in the classroom. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Teacher Education: The Journal of Policy, Practice, and Research in Teacher Education SAGE

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References (58)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0022-4871
eISSN
1552-7816
DOI
10.1177/0022487103260072
Publisher site
See Article on Publisher Site

Abstract

During the past decade, the arts have been increasingly included in professional development programs for general education teachers in the United States. Little is known, however, about teachers’ attitudes toward the arts in education or the applications of arts processes in their teaching practice. In this mixed-methods study, data collected from 423 K-12 teachers indicated that teachers believe the arts are important in education, but use them rarely. They are hindered by a lack of professional development and intense pressure to teach the mandated curriculum. Awareness of student diversity and the need for improved motivation and enjoyment in learning were the most frequently cited motivations for using the arts. Teachers’ self-efficacy and self-image relating to creativity and artistry influenced arts use more than any other personal characteristic. Surprisingly, neither prior arts instruction, current artistic practice, nor years of teaching experience were significant predictors of arts use in the classroom.

Journal

Journal of Teacher Education: The Journal of Policy, Practice, and Research in Teacher EducationSAGE

Published: Jan 1, 2004

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