Relevant bibliographies by topics / Art teachers

Academic literature on the topic 'Art teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Art teachers"

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Peterson, Joan. "Assessing Art Teachers." Arts Education Policy Review 98, no. 1 (October 1996): 22–26. http://dx.doi.org/10.1080/10632913.1996.9935089.

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Sweeny, Robert. "Teaching Art, Teaching Artists, Teaching Art Teachers." Art Education 66, no. 3 (May 2013): 6–7. http://dx.doi.org/10.1080/00043125.2013.11519217.

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Congdon, Kristin G., and M. Day. "Preparing Teachers of Art." Studies in Art Education 40, no. 4 (1999): 377. http://dx.doi.org/10.2307/1320556.

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D'Angelo, James. "Computers for Art Teachers." Art Education 41, no. 5 (September 1988): 41. http://dx.doi.org/10.2307/3193077.

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Armstrong, Carmen, and Michael Day. "Preparing Teachers of Art." Journal of Aesthetic Education 33, no. 1 (1999): 107. http://dx.doi.org/10.2307/3333743.

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Orgel, Paul, and Stewart Gordon. "Etudes for Piano Teachers: Reflections on the Teacher's Art." Notes 52, no. 4 (June 1996): 1187. http://dx.doi.org/10.2307/898407.

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Galbraith, Lynn. "Research-Oriented Art Teachers: Implications for Art Teaching." Art Education 41, no. 5 (September 1988): 50. http://dx.doi.org/10.2307/3193078.

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Smilan, Cathy, and Kathy Marzilli Miraglia. "Art Teachers as Leaders of Authentic Art Integration." Art Education 62, no. 6 (November 2009): 39–45. http://dx.doi.org/10.1080/00043125.2009.11519044.

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Donnelly, Nora P. "Regarding art and regarding future teachers regarding art." Irish Educational Studies 22, no. 1 (March 2003): 89–104. http://dx.doi.org/10.1080/0332331030220109.

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Erickson, Mary, and Pat Villeneuve. "Bases of Preservice Art Teachers’ Reflective Art Judgments." Studies in Art Education 50, no. 2 (January 2009): 184–200. http://dx.doi.org/10.1080/00393541.2009.11518765.

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Dissertations / Theses on the topic "Art teachers"

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Quin?ones, Agar V. "Student Art Assessments, Teacher Evaluations, and Job Satisfaction among Art Teachers." Thesis, St. Thomas University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745119.

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The purpose of this qualitative case study was to explore and recognize if district-created student art assessments and teacher evaluations influenced the job satisfaction of art teachers due to the increased teacher turnovers and teacher shortages. The experiences, beliefs, and perceptions of the art teachers were critical in understanding and establishing if the increased implementation of the accountability measures added to the stress level and job satisfaction experienced by art teachers. The sample for this case study comprised of 10 male and female art teachers who were certified to teach art within the State of Florida for at least five years and were currently or formerly employed in the Central Florida region. The art teachers were invited first through email invitations and subsequent participants were recruited through the snowball method. Data gathered in this study was collected through audio and visual recordings through the semi-structured interview process. The data collected were analyzed using NVivo 11 Pro (QSR International, 2017) software to uncover themes, patterns, and critical phrases shared by participants. The five themes were: (a) there is a greater level of stress is experienced by teachers from student art assessments and teacher evaluations than ever before; (b) there is much confusion and lack of information on the purpose, procedures, and calculation of student art assessments and VAM scores; (c) class size and an overloaded schedule are detrimental to both the already heightened stress level of art teachers; (d) a supportive, understanding, and appreciative leadership team at each school has a positive impact on an art teacher; (e) a teacher evaluation system that is applicable and fitting for performing arts courses is a necessity within the district. Research findings from this qualitative study exposed the experiences, perceptions, and challenges art teachers have encountered in relation to the district-created student art assessments and teacher evaluations, while teaching in the Central Florida region.

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Allison, Amanda Bain Christina Bittel. "Critical theory and preservice art education one art teacher educator's journey of equipping art teachers for inclusion /." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6139.

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Allison, Amanda. "Critical Theory and Preservice Art Education: One Art Teacher Educator's Journey of Equipping Art Teachers for Inclusion." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6139/.

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This qualitative action research study examines how critical theory defined and guided my practice as an art teacher educator while I provided inclusion training for seven preservice art teachers during their student teaching. Sources of data included a personal journal, the inclusion curriculum I created for the preservice teachers and questionnaires and interviews. Primary findings indicated that critical theory had a substantive impact on the evolving development of my teaching philosophy, in particular my attention to issues of power redistribution in the classroom and my developing notion of teaching as form of artistry. The findings of this study also indicate that the primary impact of critical theory upon the preservice teachers was the articulation of their personal narratives and its relation to the development of their teaching identities. Further, mentoring these preservice art teachers in critical theory increased their competence in solving educational dilemmas. A primary finding of this study was how significant of a role the supervising or mentor teacher plays in developing preservice teachers' identity. As this is acknowledged, valued and utilized, more collaborative relationships among these stakeholders in the education of the preservice art teacher can be forged. The study provides implications for art teacher educators as they provide inclusion training to preservice teachers. These include honoring narratives, articulating a broader notion of inclusion, and using context-specific instructional tools while preservice teachers are completing fieldwork with students with disabilities. One suggestion for future research is to conduct longitudinal studies which explore and validate the impact of critical theory upon art teacher educators and preservice art teachers during the student teaching semester and several years beyond.
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Willis-Fisher, Linda Salome Richard A. "A survey of the inclusion of aesthetics, art criticism, art history, and art production in art teacher preparation programs." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203045.

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Thesis (Ed. D.)--Illinois State University, 1991.
Title from title page screen, viewed December 21, 2005. Dissertation Committee: Richard A. Salome (chair), Jack Hobbs, Noreen Michael, Marilyn P. Newby, Fred A. Taylor. Includes bibliographical references (leaves 112-115) and abstract. Also available in print.
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Morgan, Leah H. "Computer art methodologies for teachers how two art teachers learned to use technology and disseminate that knowledge to other teachers /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3273563.

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Thesis (Ed.D.)--Indiana University, Art Dept. of Curriculum and Instruction, 2006.
Title from PDF t.p. (viewed Nov. 21, 2008). Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2767. Adviser: Enid Zimmerman.
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Princic, Linda. "Art teachers' values in the classroom." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26594.

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Art teachers, like other members of society, hold certain values and these values are probably exhibited while teaching art. Using participant observation, the study sought to uncover the values and the curriculum orientations demonstrated by three art teachers in their classrooms. Data were collected by means of field notes, made while classes were conducted in each of three schools. These notes were supplemented by observations supplied by each of the three teachers in interviews conducted on the school premises and in the teachers' homes. Associations between instrumental values, style of teaching and curriculum orientation were examined to discover consistencies or inconsistencies. It was found that two teachers expressed values which reflected their curriculum orientation as well as their objectives for teaching art and one teacher expressed values which chiefly reflected his curriculum orientation. Conclusions from the research support the fact that effective curriculum development should continue to provide flexibility in order to account for teachers' values. Implications for the public school system indicate that students attending particular schools may complete art programs with different ideas about the purposes of art and the methods by which it is characteristically taught.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Bamford, Anne Kathleen. "The qualities of primary art teachers /." Electronic version, 2002. http://adt.lib.uts.edu.au/public/adt-NTSM20041011.182559/index.html.

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Bennet, C. "Art teachers' careers and career perceptions." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381777.

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Andiliou, Andrea. "Elementary art teachers' beliefs about creativity." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371727511.

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Venet, Cheryl. "Art teachers' opinions of assessment criteria /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974694.

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Books on the topic "Art teachers"

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Cheryl, Meszaros, Thompson Noella, and Mendel Art Gallery, eds. Folk art: Teachers guide. Saskatoon, Sask: Mendel Art Gallery, 1986.

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Gordon, Stewart. Etudes for piano teachers: Reflections onthe teacher's art. New York: Oxford University Press, 1995.

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Stewart, Gordon. Etudes for piano teachers: Reflections on the teacher's art. New York: Oxford University Press, 1995.

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Brouch, Virginia M. Appleseeds: For beginning art teachers. Reston, VA: National Art Education Association, 1987.

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Newman, Victor. First Nations art teachers' handbook. Victoria, B.C: The Division, 1998.

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Clement, Robert. Art and design: Teachers' guide. [Guildford]: Southern Examining Group in collaboration with the National Extension College, 1987.

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Schick, Eleanor. Art lessons. New York: Greenwillow Books, 1987.

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Association, National Art Education, and National Board for Professional Teaching Standards (U.S.), eds. NBPTS Board Certification for art teachers. Reston, Va: The Association, 1998.

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Clement, Robert. GCSE art & design: A teachers' guide. (U.K.): Southern Examining Group in collaboration with National Extension College, 1987.

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Baker, Elaine. Amazing ideas for agitated art teachers. London: Collins Educational, 1991.

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Book chapters on the topic "Art teachers"

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Orme, R. Ν. "Art and History." In Handbook for History Teachers, 645–48. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-94.

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Orme, R. W. "Art and History." In Handbook for History Teachers, 157–62. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-14.

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Erfle, Stephen. "Suggestions for Mathematics Teachers." In Electronic String Art, 317–25. Boca Raton: A K Peters/CRC Press, 2024. http://dx.doi.org/10.1201/9781003402633-30.

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Johnson, Andrew P. "Language Art." In Being and Becoming Teachers of Writing, 185–89. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003334798-31.

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Jokela, Timo. "Searching the Ways of the Art of Art Education in the North." In Artist-Teachers in Context, 73–81. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-633-0_9.

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Osei-Kofi, Nana. "The Art of Teaching Intersectionality." In Cultivating Social Justice Teachers, 11–26. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443940-2.

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Nordlander, Edvard, and Maria Cortas Nordlander. "The Noble Art of Problem Solving." In Technology Teachers as Researchers, 101–17. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-443-7_6.

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Guggisberg, Sonia. "Art as an Ecology of Knowledge." In Artist-Teachers in Context, 103–12. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-633-0_12.

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Zurayk, Afaf. "Presence and Absence in Art Education." In Artist-Teachers in Context, 139–47. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-633-0_16.

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Castillo, Mónica. "The Compatibility of Teaching and Making Art." In Artist-Teachers in Context, 1–8. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-633-0_1.

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Conference papers on the topic "Art teachers"

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Koptseva, Tatiana A. "Innovative Forms Of Art Teachers’ Activities." In EEIA 2019 - International Conference "Education Environment for the Information Age". Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.09.02.51.

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Chicioreanu, Teodora daniela, and Catalin Amza. "ART TEACHERS READY FOR THE AUGUMENTED REALITY?" In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-122.

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Most of the people, at least in developed countries, have access to mobile learning devices. It seems, in the new nomadism, it is difficult to differentiate between workers and learners. Many of the mobile full-time workers are, also, part-time students studying at home or online. Many of the adult students in day-time courses are, also, mobile part-time workers. Technology is and will be used to provide attractive digital to the tablet and smartphone users. The new trend: the augmented reality. The Augmented Reality (AR) is a variation of the virtual media or of the virtual reality allowing the user to see the real world, with overlapping virtual objects or completed with real objects. The AR is an imagined layer overlapping the real world, visible by means of devices such as computers, smartphones, tablets, display glasses and other devices allowing the users to recognise these media which can consist of images, videos, and sounds. As the tablet and smartphone use spread, the augmented reality started being used more and more in every-day life, but also in the educational environment. Are the teachers ready, however? We hereby present, in the first part of this paper, a comparative study based on data obtained within the JOYAR project - Joyful adult training using augmented reality financed by the European Union, data revealing both the degree, and the level of involvement of adults in 6 countries in using new technologies for educational purposes, as well as a possible list of key-competencies required for successfully applying them. Furthermore, we present - in the second part - the advantages of integrating this technology in the teaching activity, but also practical classroom examples, rendering the lessons more animated and much easier to understand; The AR usefulness is limited only by our imagination
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Septian, Ilham, and Rita Milyartini. "Cultural Art Teachers' perceptions toward Flipped Classroom Approach." In ICFET 2020: 2020 The 6th International Conference on Frontiers of Educational Technologies. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3404709.3404738.

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Bačlija Sušić, Blaženka, Jasna Kudek Mirošević, and Katarina Habe. "ART- EXPRESSIVE THERAPIES FROM PERSPECTIVE OF PRESCHOOL TEACHERS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1122.

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Lara-Osuna, Rocío. "Public Art Archipelagos: Mapping Aesthetic Relations of Art Teachers in Canada and Spain." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1444649.

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Ardipal. "Teachers in Art Education: What Elementary School Needs to Do More with Art Appreciation." In Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icesshum-19.2019.43.

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Guo, Cancan. "The Role of Art Design Teachers in Classroom Teaching." In 2017 International Conference on Education, Economics and Management Research (ICEEMR 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iceemr-17.2017.12.

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Gonzalez, Gloriana. "Geometry Teachers' Perspectives About Teaching Through Art-Based Problems." In 2023 AERA Annual Meeting. Washington DC: AERA, 2023. http://dx.doi.org/10.3102/2003851.

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Forsler, Ingrid. "THINKING TOGETHER. ONLINE COLLABORATIVE LEARNING AMONG SWEDISH ART TEACHERS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0434.

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Pankiv, Hanna. "INNOVATIVE TECHNOLOGIES IN THE EDUCATION OF FUTURE ART TEACHERS." In Modern Scientific Research: Achievements, Innovations and Development Prospects. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-126-8-50.

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Reports on the topic "Art teachers"

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Nyman, Matt, Nancy Staus, and Martin Storksdieck. Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey. Oregon State University, September 2023. http://dx.doi.org/10.5399/osu/1163.

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An Evaluation Report for the Oregon Department of Education. In collaboration with classroom teachers and WRAP personnel we developed and implemented a survey to collect baseline data on the science and arts teaching practices for ALL elementary teachers. This included “regular” classroom teachers (those teachers with an assigned physical classroom and set of students), art teachers, music teachers, PE teachers and other educators or administrators. In December 2022 we recruited three (3) elementary teachers to assist us in survey development, in particular framing questions around frequency of teaching time for both arts and science instruction. One important outcome was that we formulated questions around “dedicated” teaching time where instruction was only focused on science or art content and “integrated” teaching when teachers combine science or art with other instructional areas (such as math or literacy). We also learned that there was a lot of nuances in trying to capture the science and art teaching data; for example, some schools have large blocks of time when they have a particular focus on a science content area and then equally large blocks when science teaching is replaced by instruction in other fields, such as social science. It can be difficult to reduce this instructional framework to a weekly allotment of science teaching.
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Gattenhof, Sandra, Ulvund Marit, and Cecilie Haagensen. #YoungArt and Future Skills Report. Queensland University of Technology, 2023. http://dx.doi.org/10.5204/rep.eprints.244541.

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#Youngart & Future Skills research project had two main foci. One was to develop and investigate models for collaboration between the art and education sectors, and the second to inquire whether the art programs and teacher/artist collaboration promotes the future skills of Creativity, Collaboration, Critical Thinking, and Communication. Two art programs were carried out in Norwegian secondary schools in 2022 and 2023. Art program A was developed by a theater company in collaboration with a teacher and four artists in a large secondary school class with 45 students in Trondheim. Art program B was developed by a filmmaker in collaboration with a teacher in a small secondary school class with 18 students in Sunnmøre. One of the aims of #Youngart & Future Skills was to investigate how different class and school sizes functioned in different art programs. The art programs were documented through observation, interviews, questionnaires, and the students feedback on post-it notes and drawings, and the material was analysed by the research team. The research finds that of the four future skills Creativity, Collaboration, Communication, and Critical Thinking, the first three were strengthened through the art program, and Critical thinking to some extent. The collaboration between classroom teachers and teaching artist was appreciated by both parties. At the same time, there seems to be potential in a closer collaboration and a clarification of roles in relation to the implementation of the art program. It is important that both parties can use their expertise in the implementation, and that the school’s needs and the teaching artists goals and proficiency meet in a good way. There is a need for more research to explore and make choices in relation to the diversity of possibilities in scope, length, timetable, and forms of collaboration between teachers and artists.
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Petrie, Christopher, and Katija Aladin. Spotlight: Visual Arts. HundrED, December 2020. http://dx.doi.org/10.58261/azgu5536.

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HundrED and Supercell believe that fostering Visual Art skills can be just as important as numeracy and literacy. Furthermore, we also believe that Visual Arts can be integrated into all learning in schools and developed in a diversity of ways. To this end, the purpose of this project is to shine a spotlight, and make globally visible, leading education innovations from around the world doing exceptional work on developing the skill of Visual Arts for all students, teachers, and leaders in schools today.
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Palamar, Svitlana P., Ganna V. Bielienka, Tatyana O. Ponomarenko, Liudmyla V. Kozak, Liudmyla L. Nezhyva, and Andrei V. Voznyak. Formation of readiness of future teachers to use augmented reality in the educational process of preschool and primary education. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4636.

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The article substantiates the importance of training future teachers to use AR technologies in the educational process of preschool and primary education. Scientific sources on the problem of AR application in education are analyzed. Possibilities of using AR in work with preschoolers and junior schoolchildren are considered. Aspects of research of the problem of introduction of AR in education carried out by modern foreign and domestic scientists are defined, namely: use of AR-applications in education; introduction of 3D technologies, virtual and augmented reality in the educational process of preschool and primary school; 3D, virtual and augmented reality technologies in higher education; increase of the efficiency of learning and motivating students through the use of AR-applications on smartphones; formation of reading culture by means of augmented reality technology; prospects for the use of augmented reality within the linguistic and literary field of preschool and primary education. The authors analyzed the specifics of toys with AR-applications, interactive alphabets, coloring books, encyclopedias and art books of Ukrainian and foreign writers, which should be used in working with children of preschool and primary school age; the possibilities of books for preschool children created with the help of augmented reality technologies are demonstrated. The relevance of the use of AR for the effective education and development of preschoolers and primary school children is determined. Problems in the application of AR in the educational process of modern domestic preschool education institutions are outlined. A method of diagnostic research of the level and features of readiness of future teachers to use AR in the educational process of preschool and primary education has been developed. Criteria, indicators are defined, the levels of development of the main components of the studied readiness (motivational, cognitive, activity) are characterized. The insufficiency of its formation in future teachers in the field of preschool and primary education; inconsistency between the peculiarities of training future teachers to use AR in professional activities and modern requirements for the quality of the educational process; the need to develop and implement a holistic system of formation of the studied readiness of future teachers in the conditions of higher pedagogical education are proved. A model of forming the readiness of future teachers to use AR in the educational process of preschool and primary education has been developed.
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Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski & Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university repositories, journals, and official reports. As an outcome, we expect to unveil co-teaching strategies, co-teachers' roles as well as collaborative teaching benefits in EFL in general, and foreign language student-teachers’ education, in particular.
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Devreese, Margaux. COMTOG Report on “Path Out”. European Center for Populism Studies (ECPS), May 2023. http://dx.doi.org/10.55271/rp0039.

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Path Out is successful at teaching people about the realities of conflict due to its well-researched background, appealing art direction, authentic storytelling and exploration opportunities. When the game is introduced in an educational environment, it gains new players, and the teachers are able to provide a framework for understanding the student’s player experience. However, despite the classroom context expanding Path Out’s potential, similar nuanced and thoughtful games about conflict, such as the other games featured in the COMTOG project, do not have access to these educational environments.
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Yusrina, Asri, Emilie Berkhout, Daniel Suryadarma, and Luhur Bima. Can the Teacher Professional Education Admission Criteria in Indonesia Predict Teacher Performance? Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/055.

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Studies find that effective teachers raise student test achievement and lead to higher future earnings for the students (Chetty et.al, 2014; Hanushek, 2011). Teacher selection and the criteria used in making the selection are important because they aim to identify such effective teachers. Identifying teachers with such potential is relatively more cost-effective than other policies applied after the teachers have teaching jobs (Klassen and Kim, 2019; Hobson et al., 2010). Many studies focus on selecting teachers based on the information collected at the time of hire to predict student outcomes (Jacob et al., 2018; Hill et al., 2012; Staiger and Rockoff, 2010). Other studies identify potentially effective teachers even before they become teachers. Those studies use information from teacher education programme admission criteria to predict teacher candidates’ success in the programme (Heinz, 2013; Casey and Child, 2011; Caskey et al., 2001). Among teacher selection criteria, studies identified predictors of subsequent performance including undergraduate grades, written tests, interviews, and teaching practice. In developing countries, studies on teacher selection are virtually non-existent. We found two studies that focus on the selection of teachers during hiring. Both use candidates’ screening tests results to predict student learning outcomes (Araujo et al., 2020; Cruz-Aguayo et al., 2017). However, we did not find studies in developing country contexts that focus on selection of teachers into education programmes or how the admission criteria relate to student learning outcomes. Whether focusing on selecting teachers during their education programme or as they go through the recruitment process, studies on teacher selection across countries have the same underlying question: Will the criteria be able to identify effective teachers? The idea of teacher selection to improve the quality of the teaching force is appealing. For instance, in high performing countries in PISA, like Japan and Korea, where there are many teacher colleges (Ingersoll, 2007) and the most prevalent teacher employment is civil-service, great attention is paid to the quality of selection into teacher education programmes (OECD, 2018). Teacher selection is arguably more critical in developing countries. In most developing countries, the entry into teacher education programmes lacks selectivity and teacher qualifications tend to be set lower compared to other professional jobs (Béteille and Evans, 2019). Across all developing countries, a larger number of teachers are employed and account for most of the education spending, but their effect on student outcomes is small (ADB, 2021; Crawfurd and Pugatch, 2021). This suggests the need for more attention to policies such as the selection of teachers and criteria used to identify those best suited to teach in the classroom. In Indonesia, where the teacher recruitment system lacks a strong mechanism to ensure quality (Huang et al., 2020) and the teacher in-service training has not been effective (Revina et al., 2020), a potential way to improve the pool of teachers is through enhanced selection of individuals who will become teachers. We specifically question whether we can predict a teacher’s performance using information available when they were a teacher candidate. Admission criteria for teacher education are presumably intended to identify candidates who have the greatest likelihood of being able to do well in the academic programme and ultimately in the classroom as a professional. The identification of criteria that predict teacher subsequent performance would give policy makers a stronger understanding of where programme improvement may be needed.
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Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about their identity development revolve around five themes: initial motivation to enter the profession, beliefs about teaching and the teaching profession, satisfaction with working conditions, perceptions about major challenges during the early years, and commitment to the teaching profession and career aspiration. Our findings show that individual teachers’ personal attributes do influence the formation of their identities as teachers, but teacher policies and working conditions influence this process to a greater extent. Without support, novice teachers struggle to navigate the tension between their ideals, limited resources, and inconsistent teacher policies. These findings suggest it is necessary to redefine what it means to be a teacher by characterising the observable qualities of good teaching, linking them to student learning, and rectifying teacher policies in the Indonesian education system to be coherent with these characteristics.
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Kemper Patrick, Susan, Linda Darling-Hammond, and Tara Kini. Educating teachers in California? What matters for teacher preparedness? Learning Policy Institute, March 2023. http://dx.doi.org/10.54300/956.678.

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Over the past decade, California has revised its standards for teacher preparation and credentialing and invested in high-retention pathways for entering teaching. As part of its new accreditation system, the California Commission on Teacher Credentialing (CTC) administers surveys to program completers who apply for their preliminary teaching credentials. This analysis examines survey responses of almost 60,000 completers from 2016–17 to 2020–21. California has a growing and increasingly diverse pool of teacher preparation graduates, and more than 90% rated their programs positively. Clinical support and access to subject-area preparation are strong predictors of overall feelings of preparedness. Graduates of new preservice residencies and student teaching programs report feeling better prepared than those entering as interns or on emergency-style permits. However, access to higher-rated programs offering more clinical support varies, with half of Black and Native American candidates, as well as most special education candidates, entering without access to student teaching.
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Soroko, Nataliia V., Lorena A. Mykhailenko, Olena G. Rokoman, and Vladimir I. Zaselskiy. Educational electronic platforms for STEAM-oriented learning environment at general education school. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3884.

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The article is devoted to the problem of the use of educational electronic platform for the organization of a STEAM-oriented environment of the general school. The purpose of the article is to analyze the use of educational electronic platforms for organizing the STEAM-oriented school learning environment and to identify the basic requirements for supporting the implementation and development of STEAM education in Ukraine. One of the main trends of education modernization is the STEAM education, which involves the integration between the natural sciences, the technological sciences, engineering, mathematics and art in the learning process of educational institutions, in particular, general school. The main components of electronic platform for education of the organization STEAM-oriented educational environment should be open e-learning and educational resources that include resources for students and resources for teachers; information and communication technologies that provide communication and collaboration among students; between teachers; between students and teachers; between specialists, employers, students, and teachers; information and communication technologies that promote the development of STEAM education and its implementation in the educational process of the school; online assessment and self-assessment of skills and competences in STEAM education and information and communication technologies fields; STEAM education labs that may include simulators, games, imitation models, etc.; STEAM-oriented educational environment profiles that reflect unconfirmed participants’ data, their contributions to projects and STEAM education, plans, ideas, personal forums, and more. Prospects for further research are the design of an educational electronic platform for the organization of the STEAM-oriented learning environment in accordance with the requirements specified in the paper.
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