‘’Synergies between arts and education’’ (Vilnius, September 2005

1. Problems and dilemas of in-service (visual) arts teachers training in Slovenia

2. Motivation for Art Teaching

Marjan Prevodnik, The National Education Institute, Slovenia

Ljubljana – capital of Slovenia (part of the old town)

This very short presentation aims to focus on revealing some obstacles which appeared within in-service art teacher training in Slovenia. Additionaly, some problems, dilemas and perspectives will be introduced.

One example of a very succesful motivational training will be shown

Who is teaching (visual) arts subjects at the moment in Slovenia on both levels (Primary and Secondary)?

What are the dominating topics on such in-service art teachers meetings?

What are the dominating topics on this in-service meetings?

Information about the Slovenian system of in-service (visual) arts teachers training

What art teaching techniques, strategies, should be included in such meetings in future?

Theoretical background 1art education context

Self-efficacy beliefs are beliefs that (art) students hold about their art skills …. (or art teachers about their teaching skills ability).

Outcome expectations are beliefs about the success or failure of specific art task

Theoretical background 2

Research has indicated that motivational beliefs resulted from different learning experiences, which could be compared with:

1. Direct art room experiences (e.g. student Miha: drawing is too difficult for me at the begining. However teacher helps me ...

The Theoretical background

art education context

2. Observation learning: e.g. student Jože: ‘’The art teacher get annoyed when students do not offer help to each other...’’

3. Verbal statements (by teachers, parents etc.): ‘’It is nonsense to learn art at school, science is important!’’

The Theoretical background

art education context

4. Social comparison:

Student Jože: ‘’Why do I always get scolded, while an art teacher never says anything to other students?’’

Small scale study

One of the primary goals of in-service art teacher training is to make art teachers lifelong learners motivated by internal drives to teach, learn and create.

Small scale study

It is started from the assumption that after interesting and motivating ‘’architectural workshop art teachers’ self-efficacy beliefs about being competent for the creative task will influence their intrinsic motivation for future art teaching.

Small scale study

Research question:

1. The participants will express remarks of being more competent for the creative art teaching in future architectural tasks after the workshop.

Small scale study

Research question:

2. Self-efficacy beliefs about being competent for architecture assignment in art room will influence art teachers’ motivation for art teaching.

Small scale study

Who? (71 art and elementary teachers)

What?

When?

Where?

How?

Small scale study

Collecting data

Phase 1: pretest

Phase 2: workshop

Phase 3: posttest

Small scale studyPhase 1: pretest (before the workshop)

Question 3: Do you think that positive self-efficacy beliefs,combined with a feeling of being competent forcreative art teaching, have important influenceon your motivation for art teaching?

Small scale study

Phase 1-pretest (before the workshop)

Results:

YES I DON’T KNOW

NO RESPONSE

48 3 20

Small scale study

Phase 2 - workshop

rose group

(Marjan)

green group

(Albin)

orange group

(Stanko)

Two subtasks

All sorts of constructing

materials

Conceptual art as motivating

force

Subtask 1 Rose group subtask 2

Green group

Greengroup

orangegroup

rose

rose

Small scale studyPhase 3 – posttest (after the workshop)

Results

Q.3: Do you think that you are now more competent for the creative teaching in

future architectural tasks?

O points 1 2 3 4

I don’t agree at all

Mostly I don’t agree

I don’t know, I can’t decide

Mostly I agree

I absolutely agree

/ 1 5 30 10

Phase 3 – posttest (after the workshop)

Q.5: Do you think that you are now more competent for the creative teaching in future

architectural tasks?

O points 1 2 3 4 points

I am convinced

that there is no influence

on my motivation

Maybe there could be

some influence

I don’t know, I can’t

decide

There will be some influence for sure

I am absolutely convinced it will influence my motivation for art teaching

/ 2 1 32 26

Conclusion

Art teachers’ responses from this study reveal their satisfaction with chosen architectural task, working methods etc.

We could say their expectations were met. The level of their, if we are allowed to say so - ‘’self-efficacy beliefs’’ - was raised and oriented towards intrinsic motivation for future teaching.