Can Trainee Early Years Teachers Implement Short Art-Based Intervention in Practice?

Abstract

Students’ pre-service teachers’ placements in preschool settings are an integral part of the educational process within the educational institutions. During their placement students receive art education and are invited to implement art-related programs. The aim of the study was to perceive the anxieties students face when engaging in practice of an art-based program and to record the in-service teachers’ experiences from the collaboration with the students. The study was based on a mixed methodology that included a pre-intervention questionnaire on students’ attitudes, event recording during implementation, post-implementation questionnaire and in-service teachers’ interviews after the end of the program. Ethical procedures ensured that participants have given informed consent and their identities have been protected with the right to withdraw. The pre-intervention findings showed that the pre-service teachers felt inadequate for the implementation of the program because of the limited knowledge on the use of art in the educational process. The post-intervention results expose that pre-service teachers had a more enhanced understanding of art-based programs in practice, and felt more confident and capable of having in-service teachers’ support and knowledge. The high-quality teaching and learning opportunities, support structures, and trust building are critical factors in strengthening pre-service teachers’ skills. Links between studies and the reality of practice are discussed.