Explaining kindergarten teachers’ beliefs and practices regarding early visual arts education: A perspective from the theory of planned behavior

Explaining kindergarten teachers’ beliefs and practices regarding early visual arts education: A perspective from the theory of planned behavior

• Leung, Suzannie K. Y. The Chinese University of Hong Kong
• Wu, Joseph City University of Hong Kong
• Li, Hui Shanghai Normal University

Infancia y Aprendizaje, 46(1), 190-224, 2023

Routledge

2023

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
    • GFC Teaching Methods & Their Outcomes
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Early Visual Arts Education Theory of Planned Behaviour Teacher Beliefs and Practices

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

• View Full Text 全文連結

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. Copyright © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

• English

Journal Articles

• 02103702

• 10.1080/02103702.2022.2133400

https://bibliography.lib.eduhk.hk/bibs/fb37cc31

2023-11-09