This paper reports on a research project that monitored four key features in an in-service teacher education course for secondary art teachers in Hong Kong. First, the content of the course was reframed to include focus on the attributes of good art teachers and standards of good art teaching. Second, the theory-into-practice model of previous courses was reframed to include a focus on understanding theory through its practical implications. Third, teachers were encouraged to use dialogue journals to reflect on how the ideas and information presented in the course confirmed or challenged their beliefs and practices. Fourth, jointly developed “standards of good practice in art teaching” were used for self and peer evaluation in the teaching practice. Data from dialogue journals and end-of-course interview as well as questionnaires suggest the value of such approaches for in-service teacher education. Copyright © 2000 香港教育學院.
|Title of host publication||Proceedings of APAEC 2000 Asia-Pacific art education conference: Regional experiences and prospects in the new century|
|Place of Publication||Hong Kong|
|Publisher||Department of Creative Arts, School of Creative Arts, Sciences & Technology, the Hong Kong Institute of Education|
|Publication status||Published - 2000|