Art teachers’ competencies in the context of their involvement in school work and proactive role in the society

Abstract

© 2018, Institute for Educational Research. All rights reserved. The authors’ starting point in this paper is analysing the changes in the perception of teaching profession, as well as the need for professional engagement of art teachers in school work and pro-active role in the society, while emphasizing the issues of professionalisation of their work, identity and key competencies. The aim of the research was to determine what competencies of art teachers are needed for school work and professional and proactive role in the society and what the possibilities of their professional development are. The research sample included 220 art teachers working in primary and secondary school. Results indicate that initial teacher education to large extent determines their teaching preferences, as well as that many respondents recognise art teachers’ competencies as essential for their work at school and social community. It is noted that a small number of art teachers participate in school projects, experimental programmes, teachers’ associations, and that they are largely involved only in the work of school teams. It can be concluded that their professional development needs to be focused towards the development of sensitivity for the identification and understanding of different professional and social patterns and roles, towards social interaction and involvement in various school teams and teachers’ associations, through which they can provide themselves with a source of support and resources for their work.