The Practice of Art Education Belief and Pedagogy - a case of primary school teacher

• Main Authors: Tsou, Tai-Chun, 鄒岱君
• Other Authors: 高震峰
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/kscgn5

碩士 === 臺北市立大學 === 視覺藝術學系碩士在職專班 === 104 === Keywords: Art Education for Children, Case Study, Education Belief This research is based on a case study which implies qualitative research methods such as class observation, interview, document analysis, to bring a profound understanding of a primary school teacher. The study is to analyze how teacher facilitates individual specialization to develop art education programs and to practice pedagogical beliefs. Reflecting to the development and trends of contemporary art education in Taiwan, this research seeks the relationship of practice and the influences of current trends. The objective of this research is to （1）Review literature on the development of contemporary art education trends and policy. （2）Understand the art education believes of the teacher in the case study, analyse the pedagogy practiced and how it reflects the trends in the field of art education. According to the research objectives, results of the research can be concluded as below: (1)Educational background and sense of living environment are external factors that influences subject of the case study. Creativity, optimism, the will to respect individuals and carry out practice are internal factors providing an impact. Positive feedback from students, parents, school and competitions enforces pedagogy beliefs and practice. (2)During the practice of pedagogical beliefs, case subject is encouraged by the professional knowledge, effective activities and positive interaction with students, leading the beliefs to continue throughout subject’s educational career. However, difficulties lie in the conventional work culture, changes in environment and policy, as well as individual’s dynamic in facing multiple identities. Absolute optimism and positive thinking are required to enable subject to practice the art education beliefs. (3)The relation between case subject’s pedagogical beliefs and the development of art education trends and policy in Taiwan, has an impact in practice. Result of the research shows that the changes in the larger environment is related and provides positive effects. Changes in education trends affects teacher's point of view in art education and pedagogical beliefs, while other factors such as policy and competition gives an input to course planning. According to the conclusion of this research, the study provides suggestions towards primary school teachers, primary art education, government policy making in art education, and for further researches in related fields.