The Role of Pedagogical and Subject Matter Knowledge in Preservice Art Teaching

Abstract

According to research on teaching, strong evidence exists that many beginning teachers have limited knowledge about their own discipline (Anderson, 1988, Shulman, 1986, 1987). A teacher's professional knowledge affects all phases of instruction-lesson content and planning, implementation, assessment, and reflection. In the domain of art education, limited knowledge affects the teacher's representation of the field of art, the focus of inquiry and criticism, and the criteria and method for assessment. Art teacher understanding also affects how (or if) studio activities are used to reinforce lesson content. Teaching how to teach and learning how to teach is difficult. Aristotle believed that ultimate understanding rested on one's ability to transfer knowledge into teaching (cited in Shulman, 1986). Toward Civilization, a report on arts education (NEA, 1988) describes the importance of high standards of teaching in the arts by knowiedgeablt teachers trained in the disciplines and philosophy of the arts . . .