A STUDY TO ANALYZE THE ARTISTIC AND PROFESSIONAL DEVELOPMENT OF TEACHERS

Abstract

In the recent decade, programmes in the United States focused at enhancing the skills of general education teachers have included arts education to a larger level. Nonetheless, there is a paucity of research about how educators respect the arts and use creative approaches into their classes. The findings of this method research including 423 K-12 teachers indicate that they have a high appreciation for the arts but seldom include them into their curriculum. They are hampered on two fronts: there are insufficient possibilities for professional development, and there is an excessive amount of pressure to cover all of the important content. Teachers' stated objectives for incorporating art into the classroom varied from increased cultural understanding to increased student involvement and enjoyment. The amount of time teachers spent exposing their students to the arts in the classroom was inversely proportional to their confidence in their own creative skills. Surprisingly, classroom arts integration was not substantially connected with teachers' field experience, personal enthusiasm in the arts, or creative practise.