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For decades there has been no formal evaluation system to ensure the quality of art teaching in Hong Kong. Additionally, although the syllabi for art are open and flexible, art teachers do not have adequate knowledge to develop a balanced curriculum. This study investigates what constitutes good art teaching and the extent to which art teachers can develop criteria for evaluating art teaching and use these criteria to reflect upon and improve their teaching. Three paths comprise the research: (1) preliminary interviews to establish a Hong Kong context for evaluating art teachers; (2) Part 1: a survey of secondary art teachers' perceptions of knowledge and competencies; and (3) Part 2: an action research project to test the working hypothesis that developing standards of good art teaching through reflective inquiry will help teachers to evaluate and improve their practice. Synopses are provided of the preliminary interviews and Part 1. Part 2 is discussed in detail. The paper explains the test module and the theoretical framework. The test module consists of four principles: (1) Good art teaching as a frame; (2) Practice-into-theory; (3) Dialogue journals as tools for reflecting on/improving practice; and (4) Developing and using standards of good practice for self evaluation. The paper discusses three themes that emerged from the study: (1) reflection on practice; (2) learning from peers; and (3) teacher change. (BT)

Descriptors: Action Research, Art Education, Art Teachers, Educational Practices, Evaluation Criteria, Foreign Countries, Inservice Teacher Education, Interviews, Knowledge Base for Teaching, Professional Development, Secondary Education, Teacher Surveys

Australian Institute of Art Education, C/Suite 125, 283 Glenhuntley Road, Eisternwick, VIC 3185, Australia.









Autor: Au Kit-oi, Eliza

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=8517&id=ED455145







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