The Artistic and Professional Development of Teachers

Abstract

During the past decade, the arts have been increasingly included in professional development

An Expressive Arts-Based and Strength-Focused Experiential Training Program for Enhancing the Efficacy of Teachers Affected by Earthquake in China

“…As suggested by Oreck (2004), the motivation to use arts activities in class arises from a sense of efficacy, particularly in linking arts activities to their own teaching aims. The positive findings of this research, particularly in regards to the increases in teaching efficacy lay the foundation for promoting expressive arts into the Sichuan classroom.…”

“…Oreck (2004) noted that the increased use of the arts in teacher's professional development and education is not for transforming teachers into arts specialists. Rather, it is intended to enhance their competence in adopting a variety of medium for teaching, communicating and engaging students in the learning process (Foster, 1992;Fowler, 1996).…”

Creative Arts: An Essential Element in the Teacher’s Toolkit When Developing Critical Thinking in Children

“…The lack of expertise on the part of the teacher translates to markedly similar works from the student. The teacher lacks the ability to facilitate individual responses to a task and the children copy one another or simply follow instruction to result in similar outcomes for every child (Alter et al, 2009a;DarlingHammond, 2000;Dinham, 2007;Gibson & Anderson, 2008;Hudson & Hudson, 2007;Oreck, 2004;Russell & Zembylas, 2007). Emancipating students to communicate their own meaning to others in the classroom enables social construction (Fetherston, 2008).…”

“…There is evidence to suggest that the impact of Arts based educational programs for many generalist primary teachers are a source of struggle and intense frustration (Oreck, 2004;Upitis, Atri, Keely & Lewis, 2010). Professional development (PD) opportunities created for generalist classroom teachers' need to acknowledge generalist teachers' lack of experience with specific art forms in order to be effective (Uptis, et al, 2010).…”

“…Professional development (PD) opportunities created for generalist classroom teachers' need to acknowledge generalist teachers' lack of experience with specific art forms in order to be effective (Uptis, et al, 2010). The PD needs to reach the generalist teachers, in a deep and meaningful way so that they become Arts advocates for their students, their school and the community (Oreck, 2004;Uptis, et al, 2010). For PD to be effective it must be structured to meet the needs of adult learning principles and provide adequate time for mentoring, inquiry and reflective practices (Donovan, 2007;Lind, 2007).…”