ABSTRACT

A number of researchers in the field of inclusion of pupils with special educational needs have reported on the influence of teachers’ beliefs on their performance in the classroom. Despite this, very few studies have investigated teachers’ beliefs in the subject of visual art education. This paper will focus on the beliefs of preservice teachers who acquire competencies for teaching visual art education. We included Slovenian students of the first or second Bologna level of general education, special education and visual art education (N = 168). For the purposes of the research, a questionnaire with a Likert-type rating scale was designed. Respondents show positive beliefs about the inclusion of pupils with special educational needs and the use of adaptations in the visual art education, while at the same time they do not feel competent enough and ready for such teaching. Results show some differences between preservice teachers’ beliefs according to the study programme and experience with students with special educational needs. Ways of applying the findings and suggestions for further research are presented.

摘要

一些在包容有特殊教育需要的学生领域的研究人员报告了教师的信念对他们在课堂上的表现的影响。尽管如此，很少有研究调查教师对视觉艺术教育的信念。本文将重点关注获得视觉艺术教育教学能力的职前教师的信念。我们纳入了博洛尼亚第一级或第二级普通教育、特殊教育和视觉艺术教育的斯洛文尼亚学生（N = 168）。为了研究的目的，设计了一份带有李克特式评分量表的问卷。受访者对将有特殊教育需求的学生纳入以及在视觉艺术教育中使用改编表现出积极的信念，同时，他们觉得自己不够胜任，也没有准备好接受这样的教学。结果显示，根据学习计划和对有特殊教育需要的学生的经验，职前教师的信念存在一些差异。提出了应用研究结果的方法和进一步研究的建议。