In New Zealand primary schools teachers’ confidence in teaching visual art is being threatened by a reduction in traditional sources of support. Pre-service teacher education courses have reduced time allocation to courses in the arts while government funding for specialist primary visual art advisors has been withdrawn. This contraction of traditional support for primary school teachers is threatening the confidence teachers have in their teaching of visual art. This article examines a pilot project in Wellington, New Zealand, which provides community support to provisionally registered teachers (PRTs) in order to develop their confidence and expertise in the teaching of visual art. The project has set up a collaborative community which includes City Gallery Wellington and Toi Poneke (Wellington City Council, City Arts Centre), Pataka (Porirua City Gallery and Museum), Raroa Normal Intermediate School and Victoria University Wellington. As well as providing practical workshops the ‘expert’ groups also provide mentors to support the PRTs as they develop their expertise in the use of visual art in their teaching. The process of mentoring takes place in both face to face and online environments. The online setting also provides support for the PRTs as they are able to share and develop visual art teaching resources. This two year project commenced in February 2010 and data in the form of interviews, questionnaires and observations is being collected and analysed throughout. This article examines the preliminary themes emerging from the analysed data.
|Keywords:||Community Support for Teacher Learning, Confidence in Teaching Visual Art, Visual Art Teaching in Primary Schools|
Lecturer: Visual Art, School of Education Policy and Implementation, Faculty of Education, Victoria University of Wellington, Wellington, New Zealand
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