Beliefs of Preservice Teachers toward Art Education

Abstract

The purpose of this case study was to discover and categorize the beliefs toward art education that prospective teachers bring to teacher certification programs and how or whether these beliefs change. We need to better understand the interaction between what student teachers believe and what and how they teach. An analysis of the teacher education literature on subject matter knowledge, beliefs and art education forms the theoretical framework.

Using the Eisner Art Education Belief Index (Eisner, 1973) survey data from the total population of the teacher education candidates in a one year, post-degree, teacher certification program, were combined with interviews and observations, during and post practicum, of a smaller sample of four elementary generalist preservice teachers and four secondary art specialist preservice teachers. Subject matter knowledge and beliefs of preservice teachers toward art education form a dynamic and evolving relationship. Four main themes emerged from the data which led to conclusions in the areas of beliefs and: pedagogical content knowledge and discipline-based pedagogy; personal competence and conceptions of teaching; practicum experience and the context of teacher education programs.