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Art, lives, stories: Relationships ...

Chao, Huei-Ling.

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Art, lives, stories: Relationships between the beliefs of Taiwanese traditional and non-traditional secondary preservice art teachers (China).

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Art, lives, stories: Relationships between the beliefs of Taiwanese traditional and non-traditional secondary preservice art teachers (China)./
作者:	Chao, Huei-Ling.
面頁冊數:	358 p.
附註:	Adviser: Yvonne Gaudelius.
Contained By:	Dissertation Abstracts International61-12A.
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9998305
ISBN:	0493065458

Art, lives, stories: Relationships between the beliefs of Taiwanese traditional and non-traditional secondary preservice art teachers (China).
Chao, Huei-Ling.

Art, lives, stories: Relationships between the beliefs of Taiwanese traditional and non-traditional secondary preservice art teachers (China). - 358 p.

Adviser: Yvonne Gaudelius.

Thesis (Ph.D.)--The Pennsylvania State University, 2000.

By using Taiwanese secondary preservice art teachers' beliefs about professional art teaching knowledge as a research core, this study has provided a broad base for further studies.

ISBN: 0493065458Subjects--Topical Terms:

1018432
Education, Art.

Art, lives, stories: Relationships between the beliefs of Taiwanese traditional and non-traditional secondary preservice art teachers (China).
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245 1 0 $a Art, lives, stories: Relationships between the beliefs of Taiwanese traditional and non-traditional secondary preservice art teachers (China).
300 $a 358 p.
500 $a Adviser: Yvonne Gaudelius.
500 $a Source: Dissertation Abstracts International, Volume: 61-12, Section: A, page: 4647.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2000.
520 $a By using Taiwanese secondary preservice art teachers' beliefs about professional art teaching knowledge as a research core, this study has provided a broad base for further studies.
520 $a The quality of teachers' professional capabilities is one of the most important determinants of effective schooling. Teacher beliefs are a significant factor in their professional capabilities. A recent educational reform in Taiwan has resulted in two official teacher preparation systems. Because the main educational goals and the curriculum structures of these two systems are different, when examining Taiwanese art teacher education, the interactions between preservice art teachers' diverse backgrounds and their beliefs about art teaching knowledge should be examined.
520 $a The purpose of this study was to investigate and explore the beliefs about professional art teaching knowledge held by traditional and non-traditional Taiwanese secondary preservice art teachers. This study involved both qualitative and quantitative research. Using a mixed-methodology strategy as a research mode, the research methods included in-depth interviews, document analysis, and a survey. One hundred forty-eight Taiwanese secondary preservice art teachers from traditional and non-traditional systems were given the survey to complete; eighteen of the survey respondents were purposefully selected and interviewed.
520 $a The four research questions were asked in this study: (1) How and why do these preservice art teachers become preservice art teachers? (2) What are traditional and non-traditional preservice art teachers' beliefs about professional art teaching knowledge? (3) What are the differences between the beliefs of traditional and non-traditional preservice art teachers about professional art teaching knowledge? (Quantitative research question) (4)What are the factors that influence preservice art teachers' beliefs about professional art teaching knowledge?
520 $a The results of this study showed that although from different teacher preparation backgrounds, the reasons for the preservice art teachers' career choices were similar. However, significant differences were found in their beliefs about Career Choice, Art Knowledge and Skills, and General Education Knowledge and Skills. In addition, this study found that the art experiences of the preservice art teachers were distinct, which further influenced their commitment to teach art.
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