Journal articles: '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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Vitola, Ilze. "Arts-based art teaching - stories of art teachers." Research in Arts and Education 2008, no. 4 (December 1, 2008): 19–21. http://dx.doi.org/10.54916/rae.118683.

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Galbraith, Lynn Powell. "Teachers of Teachers: Faculty Working Lives and Art Teacher Education in the United States." Studies in Art Education 42, no. 2 (2001): 163. http://dx.doi.org/10.2307/1321031.

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Kennedy, Curry. "Genuine Teachers of This Art." Journal for the History of Rhetoric 25, no. 2 (July 2022): 201–2. http://dx.doi.org/10.5325/jhistrhetoric.25.2.0201.

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Stone. "Art Teachers' Beliefs about Creativity." Visual Arts Research 41, no. 2 (2015): 82. http://dx.doi.org/10.5406/visuartsrese.41.2.0082.

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Mason, Rachel. "Art teachers and action research." Educational Action Research 13, no. 4 (December 1, 2005): 563–80. http://dx.doi.org/10.1080/09650790500200345.

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Szekely, George. "The Art of Student Teachers." Art Education 57, no. 3 (May 2004): 18–24. http://dx.doi.org/10.1080/00043125.2004.11653547.

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Chrysty, Juliandri Maya. "Peran Guru Bidang Seni Dan Budaya Dalam Membentuk Nilai-nilai Pancasila." Widya Sundaram : Jurnal Pendidikan Seni Dan Budaya 1, no. 02 (September 30, 2023): 158–67. http://dx.doi.org/10.53977/jws.v1i02.1292.

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This research investigates the central role that arts and culture teachers play in shaping students' Pancasila values. Focusing on character education, this research involves a qualitative approach using literature analysis and case studies as data collection methods. Art teachers, in this context, are considered as key agents who shape students' characters through various forms of art and culture. The literature analysis highlights the importance of art as an effective medium for transmitting moral and ethical values reflected in Pancasila. Art teachers have the responsibility to teach values such as gotong royong, justice, unity and tolerance through various art expressions. Case studies were conducted in several schools that implemented art education programs focusing on Pancasila values. The results show that this approach successfully creates a deep and meaningful learning environment. Art teachers act as facilitators who guide students in understanding Pancasila values through their own artworks. The practical approach used by art teachers involves the use of various techniques, such as collaborative art projects, reflective discussions and art exhibitions. Art teachers serve as role models, creating connections between the values taught and students' daily practices. This research contributes to our understanding of the role of art and culture teachers in shaping Pancasila values in students. The findings can be the basis for more in-depth education policy development, emphasizing the importance of including arts and culture in character education to produce a generation that is not only academically smart, but rooted in moral and civic values.

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Begović, Emina. "SIGNIFICANCE AND FREQUENCY OF WORKS OF ART AND REPRODUCTIONS USE IN DEVELOPMENT OF ARTISTIC AESTHETIC ASSESSMENT OF CHILDREN OF LOWER PRIMARY SCHOOL AGE." Research in Education and Rehabilitation 6, no. 2 (December 2023): 267–78. http://dx.doi.org/10.51558/2744-1555.2023.6.2.267.

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The aim of this paper is to examine a teacher’s role in the development of artistic-aesthetic communication, based on the representation of the use of works of art and their reproductions in art education. The research was conducted on a sample of 220 respondents, of which 200 of them were students and 20 were homeroom teachers. The research part presents the results and interpretation of surveys conducted among teachers and students. The t-test was calculated to determine whether there are significant differences between the obtained results on certain variables, that is, those related to demographic data. The results indicate that homeroom teachers are insufficiently involved in the development of art-aesthetic communication, that is, child's communication with a work of art. Regardless of the fact that 70% of teachers believe that it is important for students from the first to fifth grade of primary school to learn about and analyze valuable works of art, 35% of teachers and more than half of the students (55%) claim that they never use art textbooks. Also, 54% of students declare that they never or rarely discuss art problems with the teacher, even though art problems form the backbone of a lesson, and are found in works of art or their reproductions. When it comes to visiting a gallery, museum or other exhibitions, 51% of students and 54% of teachers claim that they never visit these institutions, while 40% of teachers said that they visit them once a year. The t-test determined that there are no significant differences between the responses of respondents (a sub-sample of teachers) in relation to demographic data. Keywords:work of art, textbook, artistic-aesthetic communication, art language.

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Joohee, Kang. "Art Teachers in Collaboration between Art Museum and School." Journal of Art Education 24, no. ll (December 2008): 1–26. http://dx.doi.org/10.35657/jae.2008.24..001.

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Beck, D., and S. Warren. "Rural art teachers’ access: one museum’s online art curriculum." Pedagogies: An International Journal 15, no. 2 (October 30, 2019): 146–63. http://dx.doi.org/10.1080/1554480x.2019.1684921.

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DENSCOMBE, MARTYN. "The Art of Research: Art Teachers' Affinity with Ethnography." Journal of Art & Design Education 10, no. 3 (December 1991): 271–80. http://dx.doi.org/10.1111/j.1476-8070.1991.tb00293.x.

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Carr, Jeffrey. "Four types of art teachers for talented art students." Roeper Review 13, no. 2 (January 1991): 71–73. http://dx.doi.org/10.1080/02783199109553313.

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Fukumoto, Kinichi. "Art Lunch Project: an international collaboration among art teachers." International Journal of Education through Art 3, no. 3 (January 7, 2008): 195–209. http://dx.doi.org/10.1386/eta.3.3.195_1.

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Terreni, Lisa. "Beyond the Gates: Examining the Issues Facing Early Childhood Teachers when they Visit Art Museums and Galleries with Young Children in New Zealand." Australasian Journal of Early Childhood 42, no. 3 (September 2017): 14–21. http://dx.doi.org/10.23965/ajec.42.3.02.

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EXCURSIONS TO CULTURAL CENTRES, such as art museums and galleries, can add new and valuable learning opportunities for young children. This paper presents the findings from a large scale national questionnaire that asked early childhood (EC) teachers in New Zealand about their engagement with art museums and galleries for learning experiences, outside of their EC centres. As part of a mixed methods research project, the questionnaire also sought to ascertain the degree to which the EC sector uses art museums and galleries as excursion destinations, and the ways in which they are used (or not). The findings suggest that key factors that both help and hinder visiting art museums and galleries with young children include: the pedagogical approaches EC teachers have in relation to visual art education, the ways in which teachers view successful learning opportunities for young children, and a teacher's own perceptions and fears of art museums and galleries. This study suggests that teachers have mixed views about whether visiting art museums and galleries will provide appropriate experiences for young children.

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Stepankova, Katerina. "HIDDEN POTENTIAL OF CHILDREN’S ART EXHIBITIONS AND THEIR IMPACT ON THE INCREASE IN TEACHER’S SELF-EFFICACY." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 795–804. http://dx.doi.org/10.17770/sie2021vol2.6472.

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A key element contributing to the quality of teaching in all educational areas is teacher’s belief in their professional competencies. The paper describes the impact of high or low teacher’s self-efficacy beliefs on the quality of their teaching, as well as the ways to promote self-efficacy. We see a gap in knowledge regarding the issue of whether kindergarten teachers are able to recognise the sources of self-efficacy offered by their practice. The aim of the research was to find out whether teachers can use the potential of children's art exhibitions to strengthen their teacher’s self-efficacy, not only to present children's art works. A qualitative approach has been applied to the research that involved 30 kindergarten teachers awarded for an excellent level of art education. The research has shown that even the most highly qualified teachers benefit from the exhibition in terms of being professionally inspired and motivated. These are mainly self-efficacy supports in the category of vicarious experience and social persuasion. The impact of perceived personal well-being is also very significant. These findings highlight the importance of self-evident activities, such as the presentation and exhibition of children's art works. They can thus serve as a guide in the conception of exhibitions and conscious support for teacher’s self-efficacy.

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Polovina, Olena, and Iryna Novoseletska. "READINESS OF PRESCHOOL TEACHERS OF EARLY AGE AND PRESCHOOL CHILDREN TO CREATE ART-COMMUNICATION CLUSTERS." Continuing Professional Education: Theory and Practice 78, no. 1 (2024): 74–87. http://dx.doi.org/10.28925/1609-8595.2024.1.6.

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The article examines the issue of preschool teachers professional training, its artistic component in particular. The need for an innovator teacher's training who, in accordance with the pace of world changes, is ready to modernize the educational process, has been updated; a conscious understanding of the education of a creative, free and multifaceted personality by introducing it to the world of art and possesses the necessary methodological tools. It was noted that an artistic interaction with preschool age children needs a modified logical and sequential support. A theoretical analysis of studying an issue of artistic and creative interaction between teachers and early and preschool age children in native and foreign scientific literature is presented. The position of the need to form preschool children's artistic and creative competence through appealing to their sensory sphere, and the development of empathy is substantiated. The toolkit for tasks implementation of early age and preschool children art-world is revealed, namely, art communication is characterized as a form of integrated interaction between an adult and a child, which contains elements of an artistically productive, musical, theatrical component and in which any of these components can dominate or unfold separately. Effective means of preschool teachers training to conduct art-communication have been determined, in particular, clusters of art-communication (mind map) have been identified according to the algorithm «I hear – see – feel – know – act». The results of the ascertainment stage of the research on the readiness of creation and implementation of art-communication clusters in the educational process of kindergarten by preschool teachers are described. The criteria for the formation of the skills of moderating clusters of art communication by teachers of kindergarten are outlined: motivational-emotional, knowledge-theoretical, reflective-empathetic, practical-active. Empirical research methods are quantitatively and qualitatively characterized: questionnaires using Google form online resource; a method of pedagogical observation of teachers' activities; an interviewing. It was found out that the middle (lateral – close to the middle) and low (juvenile – hidden) levels prevail among the respondents.

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Elpern, David J. "“Paper Teachers:”." International Journal of User-Driven Healthcare 4, no. 2 (April 2014): 51–56. http://dx.doi.org/10.4018/ijudh.2014040106.

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Physicians spend many years immersed (drowning?) in their professional literature. There is no way one can keep up with it and most of it is forgettable and sadly inaccurate. This paper's thesis is that the arts (literature, music, fine art, film) are vitally important to one's personal and professional development. They provide the Continuous Medical Inspiration that trumps Continuing Medical Education. Although they may not realize it, each of them has personal canon comprised of those works of art that guide them in their daily lives. Herein, thoughts on documenting one's personal canon are provided.

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Tavşancil, Ezel, and Seher Yalçin. "Attitudes of primary school prospective teachers towards art education." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 667–74. http://dx.doi.org/10.18844/gjhss.v2i1.1009.

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Lee, Jiyeon, Juhyeon Song, Jungah Bong, Kun Ko, and Daekwon Kim. "A Study on Grounded Theory for Teachers’ Experience in Art Appreciation Education Using Metaverse." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (September 30, 2022): 817–37. http://dx.doi.org/10.22251/jlcci.2022.22.18.817.

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Objectives This study aims to examine the teachers' experience in art appreciation education using metaverse and to explore the possibility of using metaverse in the field of art appreciation education. Methods In order to achieve the research objectives, qualitative research data were collected through in-depth interviews with ten teachers who had a class experience using metaverse. In-depth interviews with ten learners were simultaneously conducted to complementally explain the teacher's experience. The results of the interviews were analyzed with grounded theory presented by Strauss and Corbin (2015). Results As a result of analyzing the transcribed data from in-depth interviews with teachers and learners, 95 concepts, 23 sub-categories, and 12 upper-categories were derived. Conclusions In the art appreciation education using metaverse, teachers said that they were interested but did not satisfy their needs. Therefore, in order to increase the possibility of educational use of metaverse in the field of art appreciation education, it was concluded that the metaverse class ecosystem should be improved. As an improvement plan, an establishment of class support system was proposed to promote teachers and students' awareness of using metaverse and to provide metaverse art appreciation education.

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Sunah Kim. "Preparing Art Teachers for Multicultural Education: The Implication for Teacher Education." Journal of Research in Art Education 12, no. 1 (January 2011): 27–50. http://dx.doi.org/10.20977/kkosea.2011.12.1.27.

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Lam, Bick-har, and David Kember. "Conceptions of Teaching Art Held by Secondary School Art Teachers." Curriculum and Teaching 19, no. 2 (January 1, 2004): 61–82. http://dx.doi.org/10.7459/ct/19.2.05.

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Lam, Bick Har, and David Kember. "Conceptions of Teaching Art Held by Secondary School Art Teachers." International Journal of Art Design Education 23, no. 3 (October 2004): 290–301. http://dx.doi.org/10.1111/j.1476-8070.2004.00408.x.

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Rabkin, Nick. "Artists, Art Teachers, Schools, and Art: Can They Live Together?" Journal of Curriculum and Pedagogy 7, no. 1 (June 2010): 43–47. http://dx.doi.org/10.1080/15505170.2010.10471316.

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Sowder, Mary, Teresa Leavitt, Thomas B. Smith, and Madalina Tanase. "When Magic Becomes Art: Educating Teachers." Studying Teacher Education 9, no. 3 (November 2013): 298–310. http://dx.doi.org/10.1080/17425964.2013.835259.

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Rahmat, Mohd Khairezan, and Wing K. Au. "Visual Art Education Teacher’s Beliefs and Attitudes Toward Incorporating ICT into Art Classrooms." Asian Journal of University Education 15, no. 3 (December 31, 2019): 285. http://dx.doi.org/10.24191/ajue.v15i3.7814.

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Visual art is a subject that emphasizes on creativity, innovation and critical thinking, therefore, Visual Art Education (VAE) teachers have been urged to utilize the full potential of Information and Communication Technology (ICT). Despite numerous literature have highlighted the benefits of ICT, VAE teachers were found not serious toward integrating ICT in teaching. Hence, this study was carried out to determined Malaysian VAE teachers’ attitudes and beliefs and their level of confidence toward incorporating ICT into art classrooms. This study explored teachers’ specific approach of ICT and factors that influence their integration of ICT into art classrooms. The participants of this study were eighteen VAE teachers from three-selected secondary school in the state of Selangor, Malaysia. Data for the study was gathered by face-to-face interviews. The findings of the study indicated that Malaysian VAE teachers were still at moderate levels of ICT integration. The support from the school administrator and continues professional development were identified as two main factors that contribute towards successful ICT integration. In light of the published research on the integration of ICT in the VAE subject area, hopefully, the findings of this study will assist school organization, teachers training institutions and the Ministry of Education toward establishing a standard for successful ICT integration, especially in the context of the VAE. Keywords: Visual Art Education (VAE), Information and Communication Technology (ICT), Teachers; beliefs and attitudes

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Rahmat, Mohd Khairezan, and Wing K. Au. "VISUAL ART EDUCATION TEACHER’S BELIEFS AND ATTITUDES TOWARD INCORPORATING ICT INTO ART CLASSROOMS." Asian Journal of University Education 15, no. 3 (December 31, 2019): 10–19. http://dx.doi.org/10.24191/ajue.v15i3.02.

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As a subject that emphasizes on creativity, innovation and critical thinking, Visual Art Education (VAE) teachers were urged to utilize the full potential of Information and Communication Technology (ICT). Despite numerous literatures that highlighted benefits of ICT, VAE teachers were found not serious toward integrating ICT. This study was carried out to determined Malaysian VAE teachers’ attitudes and beliefs and their level of confidence toward incorporating ICT into art classrooms. Moreover, this study explored teachers’ specific approach of ICT and factors that influence their integration of ICT into art classrooms. The participants of this study were eighteen VAE teachers from three-selected secondary school in the state of Selangor, Malaysia. Data for the study was gathered by face-to-face interviews. The findings of the study indicated that Malaysian VAE teachers were still at moderate levels of ICT integration. At the mean time, the support from school administrator and continues professional development were two main factors that contribute towards successful ICT integration. In light of the published research on the integration of ICT in the VAE subject area, the findings of this study will contribute towards guiding school organization, teachers training institutions and the Ministry of Education toward establishing a standard for successful ICT integration, especially in the context of the VAE.

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Wulandari, Retno Tri, and Usep Kustiawan. "Evaluation Study of Early Formal Education Teacher Competence in Early Childhood Learning Dance at Kindergartens in Malang, Indonesia." Research on Education and Media 10, no. 1 (June 1, 2018): 3–8. http://dx.doi.org/10.1515/rem-2018-0002.

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Abstract This study aims to define Early Formal Education teacher competence in the learning of dance art in kindergarten in Malang. This study uses a descriptive design with quantitative and qualitative approaches. The population is kindergarten teachers in Malang. The sample uses a proportional random sampling technique that amounted to 15 kindergarten teachers from five sub-districts in Malang, each sub-district represented three teachers from different kindergartens. The data collection technique used a questionnaire. The results show that the level of kindergarten teachers’ understanding in Malang of the Early Formal Education teacher’s competence required in the learning of dance art is in a good category; however, contrary to the reality in the field, the problem of early childhood dance learning lies in the lack of pedagogical competence, personality and teacher professionalism. Teaching requires intense and sustained training to improve dance learning competence. The conclusion is that the competence of Early Formal Education teachers in the learning of dance art in kindergarten in Malang is still lacking.

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Lee, Hyunjung. "A Study on Causes of Teacher’s Dillema A Grounded Theory Approach Through Art Therapy Program." Korean Society of Culture and Convergence 44, no. 10 (October 31, 2022): 577–91. http://dx.doi.org/10.33645/cnc.2022.10.44.10.577.

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The purpose of this paper is to explore the fundamental cause of the psychological dilemma experienced by teachers in the school space. To this end, 8 of the middle school teachers who attended the art therapy program participated in the study, the verbal description derived from the teacher's interview process and the visual results of the art works were cyclically interpreted. FGI and individual interviews were conducted according to the methodological procedure of grounded theory proposed by Strauss and Corbin (2001). 6 categories were derived from open coding, and a theoretical situational model was derived by naming the core categories as 'psychological dilemmas caused by two gaze' in the selective coding and specifying the analysis. This study suggested that the psychological dillema experienced by teachers are structural results from the dual surveillance system of a ‘disciplined society’ and ‘transparent society’ and the resulting role contradiction. It is expected that this study will be part the connection of teacher’s individual psychological and emotional problems and social structural aspects by integrating social analysis and artistic experiences.

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Li, Huizi. "On the Leadership Training of Chinese music teachers -- Taking Teacher A as an example." BCP Social Sciences & Humanities 18 (June 30, 2022): 310–18. http://dx.doi.org/10.54691/bcpssh.v18i.1127.

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With a unique system of symbols, the music art is a special form of art. The symbolic system based on the musical structure cannot find its prototype in the real life of the human. It is different from the symbolic system of the literature and poetry with the established system of language words as well as that of the plastic art with the concrete medium in the real life. Hence, the room for imagination, experience and comprehension created by the appreciation of music works is much broader and freer than that of the appreciation of literature, poetry and painting. Although it can not provide us with a concrete view of the real world just like the language art, it can still present a world of infinite broadness and richness in the emotional realm. In other words, it can trigger an emotional change in a rapid and direct manner. The strong emotional experience can give us an in-depth reflection on the life and ourselves.

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Nishanbekovich, Nurtaev Urinboy, and Amanyazov Sadadin Kosbergenovich. "FUTURE FINE ART TEACHERS, MODERN PEDAGOGICAL TECHNOLOGIES, PROFESSIONAL COMPETENCE DEVELOPMENT." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, no. 04 (April 1, 2023): 48–52. http://dx.doi.org/10.37547/pedagogics-crjp-04-04-10.

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Tavşancil, Ezel, and Seher Yalçin. "Attitudes of primary school prospective teachers towards art education." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 667–74. http://dx.doi.org/10.18844/prosoc.v2i1.1009.

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This study aims to determine the prospective teachersâ€™ attitudes towards art education using Osgood affective meaning scale which takes little time to answer and is easy to administer. The study is designed in a survey model. Data was collected through all grades from the first to the forth level of primary school teaching department students who are being educated at 2014-2015 education period spring term in Faculty of Educational Sciences, Ankara University. Descriptive statistics and factor analysis were used to analyze the data. Results of analysis reveal that prospective teachers have different emotional meanings towards art education. Within this scope, suggestions concerning to develop studentsâ€™ attitudes towards art education were presented for academicians, education politicians and those concerned.Keywords: Art education, attitude, primary school prospective teachersÂ

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Huang, Qianwen. "Instructional Leadership and its Relation to Art Teachers’ Pedagogical Practices and Content Knowledge of Art Education." International Journal of Education and Humanities 11, no. 3 (November 30, 2023): 214–17. http://dx.doi.org/10.54097/2dtrrp78.

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This paper studies the relationship between teaching leaders, art teachers' teaching practice and art education content knowledge. Teaching leaders play an important role in school education, which has an important influence on teachers' teaching practice and the development of educational content knowledge. First of all, this paper analyzes the relationship between teaching leaders and art teachers' teaching practice and art education content knowledge from the theoretical level. Teaching leaders can provide good teaching environment and resource support, stimulate teachers' teaching enthusiasm and innovative ability, and promote the development of teachers' teaching practice and educational content knowledge. Secondly, the practical relationship between teaching leaders and art teachers' teaching practice and art education content knowledge is discussed. The support and guidance of teaching leaders has a significant positive impact on the teaching practice of art teachers and the development of educational content knowledge. Finally, this paper puts forward some suggestions for improving the teaching leaders' knowledge of art teachers' teaching practice and art education content. Including strengthening the training and professional development of teaching leaders, providing more teaching resources and support, and establishing a good teaching evaluation mechanism. Through the research of this paper, we can better understand the relationship between teaching leaders and art teachers' teaching practice and art education content knowledge, and provide theoretical and practical guidance for improving teaching quality and education level.

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김, 미남. "Phenomenological Research on Meanings of “Professionalism of Art Teacher” Perceived by Three Korean Middle School Art Teachers." Journal of Research in Art Education 17, no. 2 (June 30, 2016): 133–66. http://dx.doi.org/10.20977/kkosea.2016.17.2.133.

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ROCHOVSKÁ, IVANA, and BOŽENA ŠVÁBOVÁ. "DRAMATIC ART AND DRAMATIC EXPRESSION THROUGH CREATIVE DRAMA METHODS IN PRESCHOOL EDUCATION." AD ALTA: 12/01 12, no. 1 (June 30, 2022): 142–50. http://dx.doi.org/10.33543/1201142150.

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The research focuses on determining the opinions of kindergarten teachers on the issue of applying dramatic expression in preschool education within five dimensions - the current state of the use of dramatic art and dramatic expression through creative drama methods within preschool education, drawing ideas for working with a work of dramatic art, an assessment of the children’s interest in working with a work of dramatic art by the kindergarten teachers, the relationship of kindergarten teachers towards dramatic art, and the opportunities for kindergarten teachers to acquire knowledge of dramatic art and creative drama within their undergraduate training or other forms of education. 366 kindergarten teachers responded to the items of the self-constructed questionnaire. It has been shown that the current state of the use of dramatic art and dramatic expression through creative drama methods in preschool education can be described as slightly above average. The opportunities for kindergarten teachers to acquire knowledge of dramatic art and creative drama in their undergraduate training or other forms of education were below average. The relationship of kindergarten teachers towards dramatic art can also be described as lower than average. The research clearly confirmed that the opportunities for acquiring knowledge from dramatic art and creative drama statistically significantly positively predict the relationship of kindergarten teachers towards dramatic art. Likewise, it was confirmed that the relationship of kindergarten teachers towards dramatic art statistically significantly positively predicts the use of works of dramatic art through creative drama methods in preschool education.

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Gibson, Robyn. "Learning to be an Art Educator: Student Teachers’ Attitudes to Art and Art Education." International Journal of Art & Design Education 22, no. 1 (February 2003): 111–20. http://dx.doi.org/10.1111/1468-5949.00344.

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Yuldasheva, Nilufar Ibrohimovna. "Formation of art and aesthetic competence in future fine art teachers." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 3 (2021): 1465–71. http://dx.doi.org/10.5958/2249-7137.2021.00745.x.

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Nichols, Bill, and Gerald Peary. "Children, Art, Sex, Pornography: Jennifer Montgomery's Art for Teachers of Children." Camera Obscura: Feminism, Culture, and Media Studies 13, no. 3 (September 1, 1996): 34–51. http://dx.doi.org/10.1215/02705346-13-3_39-34.

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Pavlou, Victoria. "Understanding Art: Preparing Generalist School Teachers to Teach Art with Artworks." International Journal of Art & Design Education 34, no. 2 (June 2015): 192–205. http://dx.doi.org/10.1111/jade.12020.

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Rayment, Trevor. "Art Teachers' Views of National Curriculum Art: A repertory grid analysis." Educational Studies 26, no. 2 (June 2000): 165–76. http://dx.doi.org/10.1080/713664267.

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Peter, GANDONU, Sewanu, AJAYI, Noah Oluwasanjo, and ORIDOLA Adeola Ibrahim. "Influence of Art Teachers’ Operational Competence on Students’ Art Learning Achievement." International Journal of Research and Innovation in Social Science 04, no. 12 (2020): 189–95. http://dx.doi.org/10.47772/ijriss.2020.41210.

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Journal articles on the topic 'Art teachers'

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