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The Artistic and Professional Development of TeachersA Study of Teachers’ Attitudes toward and Use of the Arts in TeachingUniversity of Connecticut During the past decade, the arts have been increasingly included in professional development programs for general education teachers in the United States. Little is known, however, about teachers’ attitudes toward the arts in education or the applications of arts processes in their teaching practice. In this mixed-methods study, data collected from 423 K-12 teachers indicated that teachers believe the arts are important in education, but use them rarely. They are hindered by a lack of professional development and intense pressure to teach the mandated curriculum. Awareness of student diversity and the need for improved motivation and enjoyment in learning were the most frequently cited motivations for using the arts. Teachers’ self-efficacy and self-image relating to creativity and artistry influenced arts use more than any other personal characteristic. Surprisingly, neither prior arts instruction, current artistic practice, nor years of teaching experience were significant predictors of arts use in the classroom.
Key Words: arts in teaching • arts-based professional development • arts in the classroom • teacher attitudes • teacher education • arts in education partnerships
Journal of Teacher Education, Vol. 55, No. 1,
55-69 (2004) This article has been cited by other articles:
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