TITLE:
Can Trainee Early Years Teachers Implement Short Art-Based Intervention in Practice?
AUTHORS:
Vasiliki Karavida, Athina Charissi, Eleni Tympa
KEYWORDS:
Pre-Service Teachers, Placement, Fine Arts Activities, In-Service Teachers, Art-Based Intervention, Early Years Settings
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.8 No.12,
December
16,
2020
ABSTRACT: Students’ pre-service teachers’ placements in preschool settings are an integral part of the educational process within the educational
institutions. During their placement students receive art education and are invited
to implement art-related programs. The aim of the study was to perceive the
anxieties students face when engaging in practice of an art-based program and
to record the in-service teachers’ experiences from the collaboration with the
students. The study was based on a mixed
methodology that included a pre-intervention questionnaire on students’
attitudes, event recording during implementation, post-implementation
questionnaire and in-service teachers’ interviews after the end of the program. Ethical procedures ensured that participants
have given informed consent and their identities have been protected
with the right to withdraw. The pre-intervention findings showed that the
pre-service teachers felt inadequate for the implementation of the program
because of the limited knowledge on the use of art in the educational process.
The post-intervention results expose that pre-service teachers had a more
enhanced understanding of art-based programs in practice, and felt more
confident and capable of having in-service teachers’ support and knowledge. The
high-quality teaching and learning opportunities, support structures, and trust
building are critical factors in strengthening pre-service teachers’ skills.
Links between studies and the reality of practice are discussed.