This paper investigates the role of pre-service teachers in facilitating 21st century global competencies in the visual and creative arts. It focuses on the Arts to understand how creativity can be fostered in pre-service teachers and to raise important questions of pedagogy and methodology in the context of a national project to produce an Australian Curriculum for the teaching of the Arts in schools. A study of 350 third and fourth year primary pre-service teachers was conducted in twenty-four studio-based workshops at a Sydney-based university. A mixed-methods approach was developed using multiple case studies through multiple data gathering methods: questionnaire, participant observations, semi-structured interviews and critical friends groups, in collaboration with six intercultural professional artists. We argue that teacher education in Australia needs to provide an adequate framework for the teaching of visual and creative arts. The data analysis revealed that pre-service teachers’ creative and artistic experiences are influenced mainly by inconsistent implicit theories and limited by their access to effectively quality teacher education programs. The paper provides recommendations for educators and policymakers on how creativity can be fostered for primary pre-service teachers through the method of Moku-chi.
|Number of pages||15|
|Journal||The International Journal of Arts Education|
|Publication status||Published - 2016|
- Arts-informed enquiry
- Visual and creative arts
- Pre-service teacher education