Explaining kindergarten teachers’ beliefs and practices regarding early visual arts education: A perspective from the theory of planned behavior

Suzannie K. Y. LEUNG, Joseph WU, Hui LI

Research output: Contribution to journalArticlespeer-review

4 Citations (Scopus)

Abstract

Adopting the theory of planned behaviour (TPB), this sequential mixed-methods research investigates Hong Kong kindergarten teachers’ reported beliefs and practices regarding early visual arts education (EVAE). The qualitative part (Phase 1) is an interview study of 19 kindergarten teachers in two focus groups, aiming to develop a conceptual structure of teachers’ behavioural, normative and control beliefs. The quantitative part (Phase 2) is a survey study of 243 teachers from the randomly sampled 21 kindergartens regarding their EVAE beliefs and practices. Most teachers believe in child-centred teaching while practising teacher-directed instruction and support creativity while delivering closed-ended instruction. Four influential factors are identified to account for this gap: (1) practising child-centred pedagogies as a result of behavioural beliefs; (2) undervaluing visual arts as a result of normative beliefs; (3) instructing children directly as a result of normative beliefs; and (4) delivering subject knowledge in studio teaching as a result of control beliefs. These findings imply that Hong Kong kindergarten teachers struggle between two approaches and suffer from a lack of support from educational authorities and society. There is an urgent need to develop appropriate practices for visual arts education in Hong Kong kindergartens. Copyright © 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
Pages (from-to)190-224
JournalJournal for the Study of Education and Development
Volume46
Issue number1
Early online dateJan 2023
DOIs
Publication statusPublished - 2023

Citation

Leung, S. K. Y., Wu, J., & Li, H. (2023). Explaining kindergarten teachers’ beliefs and practices regarding early visual arts education: A perspective from the theory of planned behavior. Journal for the Study of Education and Development, 46(1), 190-224. https://doi.org/10.1080/02103702.2022.2133400

Keywords

  • Early visual arts education
  • Theory of planned behaviour
  • Teacher beliefs and practices
  • Alt. title: Creencias y prácticas docentes en materia de educación plástica y visual temprana: Una perspectiva basada en la teoría del comportamiento planificado

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