Page 275 - Istenič Andreja, Gačnik Mateja, Horvat Barbara, Kukanja Gabrijelčič Mojca, Kiswarday Vanja Riccarda, Lebeničnik Maja, Mezgec Maja, Volk Marina. Ur. 2023. Vzgoja in izobraževanje med preteklostjo in prihodnostjo. Koper: Založba Univerze na Primorskem
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Stališča likovnih pedagogov do izbranega poklica
of the Connections Between the Arts and Social-Emotional Learning« Arts
Education Policy Review. https://doi.org/10.1080/10632913.2022.2053919.
Scheib, J. W. 2006. »Policy Implications for Teacher Retention: Meeting the Ne-
eds of the Dual Identities of Arts Educators.« Arts Education Policy Review
107 (6): 5–10.
Smilan, C., in K. M. Miragila. 2009. »Art Teachers as Leaders Authentic Art Inte-
gration.« Art Education 62 (6): 39–45.
Thornton, A. 2013. Artist, Researcher, Teacher: A Study of Professional Identity in
Art and Education. Bristol: Intellect.
Thorpe, V., in V. Kinsella. 2021. »Secondary School Arts Teachers’ Practice Au-
tonomy Perceptions in New Zealand and England.« Journal of Curriculum
Studies 53 (4): 531–545.
Tomšič Amon, B. 2020. »Likovna vzgoja na Slovenskem in v širšem prostorsko
zgodovinskem kontekstu.« Šolska kronika 29 (1–2): 121–142.
Valenčič Zuljan, M. 2012. Profesionalne poti pedagoških delavcev. Vršac: Visoka
škola strukovnih študija za obrazovanje vaspitača »Mihailo Palov«.
Vella, R., 2016. Artist-Teachers in Context: International Dialogues. Rotterdam:
Sense.
Views of Art Teachers on the Chosen Profession
The article discusses the specifics of art teachers. The professional identity
of art educators consists of artistic creative work and pedagogical work. We
wanted to find out what the views of art educators were on their chosen
profession. We designed a Likert scale questionnaire with an additional open
question. 266 art educators participated in the study. The results of the survey
were processed quantitatively and qualitatively. The findings show that most
art educators wanted to study something related to fine art, but the teaching
profession was not the first choice for everyone. Most teachers are overbur-
dened with work assignments that are not related to the teaching of fine arts.
Older teachers feel that the school’s management understands the specific
needs of art education as opposed to younger teachers.
Keywords: art education, art teachers, professional identity, art teachers’ views,
challenges of art teachers
275
of the Connections Between the Arts and Social-Emotional Learning« Arts
Education Policy Review. https://doi.org/10.1080/10632913.2022.2053919.
Scheib, J. W. 2006. »Policy Implications for Teacher Retention: Meeting the Ne-
eds of the Dual Identities of Arts Educators.« Arts Education Policy Review
107 (6): 5–10.
Smilan, C., in K. M. Miragila. 2009. »Art Teachers as Leaders Authentic Art Inte-
gration.« Art Education 62 (6): 39–45.
Thornton, A. 2013. Artist, Researcher, Teacher: A Study of Professional Identity in
Art and Education. Bristol: Intellect.
Thorpe, V., in V. Kinsella. 2021. »Secondary School Arts Teachers’ Practice Au-
tonomy Perceptions in New Zealand and England.« Journal of Curriculum
Studies 53 (4): 531–545.
Tomšič Amon, B. 2020. »Likovna vzgoja na Slovenskem in v širšem prostorsko
zgodovinskem kontekstu.« Šolska kronika 29 (1–2): 121–142.
Valenčič Zuljan, M. 2012. Profesionalne poti pedagoških delavcev. Vršac: Visoka
škola strukovnih študija za obrazovanje vaspitača »Mihailo Palov«.
Vella, R., 2016. Artist-Teachers in Context: International Dialogues. Rotterdam:
Sense.
Views of Art Teachers on the Chosen Profession
The article discusses the specifics of art teachers. The professional identity
of art educators consists of artistic creative work and pedagogical work. We
wanted to find out what the views of art educators were on their chosen
profession. We designed a Likert scale questionnaire with an additional open
question. 266 art educators participated in the study. The results of the survey
were processed quantitatively and qualitatively. The findings show that most
art educators wanted to study something related to fine art, but the teaching
profession was not the first choice for everyone. Most teachers are overbur-
dened with work assignments that are not related to the teaching of fine arts.
Older teachers feel that the school’s management understands the specific
needs of art education as opposed to younger teachers.
Keywords: art education, art teachers, professional identity, art teachers’ views,
challenges of art teachers
275
