Professional Development through Collaborative Inquiry for an Art Education Archipelago

Gates, Leslie

doi:10.1080/00393541.2010.11518820

Cited by 16 publications

(3 citation statements)

References 18 publications

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“…Expectedly, types of professional training which last moderately short time are most frequently organised and boil down to theoretical lectures by some expert or practical work in which a certain art problem/task is solved in a given art technique. The practice of organising gatherings which last a few hours or one-day seminars, where the organisers pick the topic themselves and the expert to present it, has been observed in other countries as well (Gates, 2010). Research in the surrounding countries also shows that teachers consider their professional training has given them theoretical knowledge foremost and that they have been familiarised with the recent developments in the given educational area, whereas only 13% of them use what they were taught (Marentič Požarnik, Kalin, Šteh, & Valenčič Zuljan, 2005).…”

Section: Tablementioning

confidence: 95%

“…However, cognitive science, as well as the teaching practice, have shown that individuals learn more effectively if the ideas and theoretical settings are followed by and linked to practical work (Darling-Hammond, 2006). Also, the creative atmosphere in which teachers are active and feel the support for exchange of ideas and experiences with colleagues and mentors is also preferred by them in much greater respect (Garvis, 2009;Gates, 2010). So, it would be inevitable to review ways of organising different types of professional training related to teaching visual arts, one of whose principal goals is the development of creative thinking and expression, which should also be the goal of professional training for teachers of this subject.…”

Section: Tablementioning

confidence: 99%

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Professional Development of Primary School Teachers in Visual Arts Education / Profesionalni razvoj učitelja primarnog obrazovanja na likovnoumjetničkom i likovnopedagoškom području

Tomljenović

Novaković

2018

Croatian Journal of Education

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Professional development of teachers in visual arts education encompasses widening and deepening art knowledge and abilities as well as further development of professional, personal and subject-specific competences necessary for efficient implementation of visual arts classes. The goal of this research was to examine the extent to which teachers attend professional education in visual arts education and the reasons for not attending the aforementioned. Research participants were 143 in-service primary school teachers. Kendall Tau-b Rank Correlation Coefficient was used to determine the correlation between two groups of variables, the first being-age, degree of education and professional title, and the second-areas in which teachers would like to gain additional knowledge and competence, and reasons for inclusion into professional training programmes. The results show that the increase in age, degree of education and professional status lessen the subjects' need for gaining additional knowledge and competence related to the visual arts area. Furthermore, the teachers are aware of the need for inclusion into professional training programmes in visual arts education since most of them consider the activity important for their professional and personal development. However, the results also stress teachers' insufficient attendance when it comes to professional training in visual arts education, mostly due to the lack of appropriate programmes.

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Section: Tablementioning

confidence: 95%

Section: Tablementioning

confidence: 99%

Professional Development of Primary School Teachers in Visual Arts Education / Profesionalni razvoj učitelja primarnog obrazovanja na likovnoumjetničkom i likovnopedagoškom području

Tomljenović

Novaković

2018

Croatian Journal of Education

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“…One of the aims of these workshops was to get art and generalist teachers to collaborate in order to improve instructional planning and practice. According to Thulson (2013) and Gates (2010) teachers should coalesce through collective inquiry, dialogue and group work to enhance their professional development as well as student learning. Art and generalist teachers participating in these workshops appeared to collaborate reasonably well.…”

Section: Teachers' Collaborationmentioning

confidence: 99%