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Arts integration: Establishing teacher candidatesu27 self-efficacy when engaging with the arts

机译:艺术整合:与艺术互动时建立教师候选人的自我效能

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摘要

Many teacher candidates who enter teacher education programs have received altered curricula that addressed the new common core of reading, writing, and mathematics (Beveridge 2010). This new common core curriculum neglects the importance of arts education. These students who have not been exposed to arts education, are reluctant to engage in the arts and fully participate in an arts education course as part of their teacher preparation (Hallam, Gupta, u26 Lee, 2008). These teacher candidates exhibit a low level of arts engagement and arts teaching self-efficacy and are therefore less confident with engaging and teaching the arts (Garvis, 2009). The lack of engagement with quality arts experiences in adolescence and university settings may perpetuate the lack of creativity and dedication for creating quality educators who contribute to arts education (Eisner, 2002).This mixed method research study has examined the role of arts integration courses in the preparation of teacher candidatesu27 self-efficacy on teaching and engaging in the arts. This study adds to mixed-method research as it relates to self-efficacy and preparing teacher candidates to teach the arts after taking an arts integration course. The findings of this research contribute to the overall effectiveness and reliability of art integration in the classroom. The researcher found that teacher candidates who enter an arts integration course had a wide variety of exposure to the arts from no experience to school curriculum, extra-curricular activities, and community arts experiences. Prior to taking an arts integration course, the students indicated a neutral level of arts self-efficacy. At the conclusion of the semester-long courses on arts integration studentsu27 self-efficacy improved to a positive level of self-efficacy in engaging with and teaching the arts with the greatest change in vicarious experiences.
机译:许多进入教师教育课程的应聘者都收到了改版的课程,以解决阅读,写作和数学的新共同核心问题(Beveridge 2010)。这个新的公共核心课程忽略了艺术教育的重要性。这些未曾接受过艺术教育的学生,不愿从事艺术活动,并完全不参加艺术教育课程,这是他们为教师做准备的一部分(Hallam,Gupta, u26 Lee,2008)。这些教师候选人表现出较低的艺术参与度和艺术教学自我效能感,因此对参与和教授艺术的信心较差(Garvis,2009年)。在青少年时期和大学时期缺乏对优质艺术经验的参与,可能会导致缺乏创造力和奉献精神,无法创造出对艺术教育做出贡献的优质教育者(Eisner,2002)。教师候选人的准备 u27在教学和从事艺术方面的自我效能。这项研究增加了混合方法研究,因为它涉及自我效能感,并在参加艺术融合课程后为应聘教师准备了教授艺术的方法。这项研究的发现有助于提高课堂艺术整合的整体有效性和可靠性。研究人员发现,参加艺术融合课程的应聘者对艺术的接触程度从无经验到学校课程,课外活动和社区艺术经验无所不包。在参加艺术融合课程之前,学生们表现出中等水平的艺术自我效能感。在为期一学期的艺术融合课程结束时,学生的自我效能感提高到了积极的自我效能感水平,使他们能够在替代经验的变化最大的情况下参与和教授艺术。

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    Vetere III Michael J.;

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