Browsing by Subject "pystyvyysinformaatiolähde"

In this study aims to clarify student teacher efficacy beliefs for teaching visual arts in elementary school. This study provides information about what kind efficacy experiences student teachers have in teaching visual arts, what kind of background factors student teachers believe to be context on their efficacy beliefs, what kind of emphasis studies about the visual arts didactics receive in background factors of these self-efficacy experiences. Previous studies show that the self-efficacy experiences regard to the visual arts are quit divergent among teachers and students. Student teachers self-efficacy experiences in visual arts, had studied earlier for, example Ann Welch (1995) and Lummis, Morris & Paolini (2014). Also Albert Bandura (1997) has divided, on his theory of self-efficacy, the efficacy determinants into four categories of information. The study was conducted at the University of Helsinki, Department of Teacher Education in the spring of 2016. The data was collected by interviewing five student teachers, who had completed the course of the visual arts didactics and in addition to the two of them is also studied optional visual arts course. The study was conducted qualitative study and phenomenographic research method. The data was analyzed by categorizing. The results show that students have a little bit uncertain experience about their efficacy and competency regarding the teaching of the visual arts in elementary school context. These efficacy experiences can be divided into both positive and slightly negative beliefs. However, all five felt that in the future they will be able to teach the visual arts as part of their future work. Although at the same time they felt that it is not their strongest subject that they will teach in the future. The biggest uncertainty ranges were up artistic skills as well as management of a practical teaching arrangements. However, at the same time for all responses reflected the idea that the teacher does not have to be ready when he/she completed his/hers studies. Student teachers believes that in the background of their efficacy beliefs are many different factors. These background factors of the sources of efficacy believes, can be divided into both positive and slightly negative. Both of the above-mentioned category includes the individual's which is has been a great role in individual's life. The positive experiences to support student teachers own teaching been obtained from past experience: own school experiences and teaching experiences. Also the courses of visual art didactics were considered to provide the capacity for teaching visual arts. The negative affect to the efficacy believes were experiences the beginning of the comparison and evaluation, which has led to the increasing self-criticism.