What Predicts Preservice Teacher Use of Arts-Based Pedagogies in the Classroom? An Analysis of the Beliefs, Values, and Attitudes of Preservice Teachers

• In Event: Poster Session 13
  In Poster Session: Relationships Between Preservice Teacher Preparation and Practice

Abstract

Arts-based pedagogies have a positive, significant impact on various student academic-related outcomes. Given this finding, teachers are well-advised to use arts-based strategies in the classroom. University teacher preparation programs need to understand pre-service teacher beliefs, values, and attitudes toward arts-based pedagogies in order to better support teacher growth in using these arts-based approaches. In this report, we administered the Teaching with the Arts survey to 175 pre-service teachers. Results suggest that pre-service teachers value the arts; however, this is not predictive of future use of arts in the classroom. Alternatively, pre-service teachers’ perceptions of personal creativity and ability to overcome systemic constraints were highly predictive of future use. Implications for policy and practice are included.

Author

• Bridget Lee, The Ohio State University