Explaining Kindergarten Teachers' Beliefs and Practices Regarding Early Visual Arts Education: A Perspective from the Theory of Planned Behavior (Creencias y prácticas docentes en materia de educación plástica y visual temprana: una perspectiva basada en la teoría del comportamiento planificado)

Autor/inn/en	Leung, Suzannie K. Y.; Wu, Joseph; Li, Hui
Titel	Explaining Kindergarten Teachers' Beliefs and Practices Regarding Early Visual Arts Education: A Perspective from the Theory of Planned Behavior (Creencias y prácticas docentes en materia de educación plástica y visual temprana: una perspectiva basada en la teoría del comportamiento planificado)
Quelle	In: Journal for the Study of Education and Development, 46 (2023) 1, S.190-224 (35 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leung, Suzannie K. Y.)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2022.2133400
Schlagwörter	Early Childhood Teachers; Kindergarten; Beliefs; Educational Practices; Visual Arts; Theories; Foreign Countries; Pedagogical Content Knowledge; Influences; Differences; Hong Kong + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Belief; Glaube; Bildungspraxis; Optische Gestaltung; Theory; Theorie; Ausland; Pädagogische Kompetenz; Influence; Einfluss; Einflussfaktor; Unterscheiden; Hongkong
Abstract	Adopting the theory of planned behaviour (TPB), this sequential mixed-methods research investigates Hong Kong kindergarten teachers' reported beliefs and practices regarding early visual arts education (EVAE). The qualitative part (Phase 1) is an interview study of 19 kindergarten teachers in two focus groups, aiming to develop a conceptual structure of teachers' behavioural, normative and control beliefs. The quantitative part (Phase 2) is a survey study of 243 teachers from the randomly sampled 21 kindergartens regarding their EVAE beliefs and practices. Most teachers believe in child-centred teaching while practising teacher-directed instruction and support creativity while delivering closed-ended instruction. Four influential factors are identified to account for this gap: (1) practising child-centred pedagogies as a result of behavioural beliefs; (2) undervaluing visual arts as a result of normative beliefs; (3) instructing children directly as a result of normative beliefs; and (4) delivering subject knowledge in studio teaching as a result of control beliefs. These findings imply that Hong Kong kindergarten teachers struggle between two approaches and suffer from a lack of support from educational authorities and society. There is an urgent need to develop appropriate practices for visual arts education in Hong Kong kindergartens. [Spanish translation by Mercè Rius.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01