Generic or subject-specific? A survey comparing Dutch secondary school visual art teachers' early-career experiences to teacher experiences in non-arts subjects.
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| Title: | Generic or subject-specific? A survey comparing Dutch secondary school visual art teachers' early-career experiences to teacher experiences in non-arts subjects. |
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| Authors: | O'Brien Braun, Maeve1 (AUTHOR) m.obrienbraun@artez.nl, Oosterheert, Ida E.2 (AUTHOR), Meerkerk, Edwin van3 (AUTHOR), Meijer, Paulien C.2 (AUTHOR) |
| Source: | European Journal of Teacher Education. Apr2026, Vol. 49 Issue 2, p276-295. 20p. |
| Subject Terms: | *Art teachers, *Beginning teachers, *Curriculum, *Conflict (Psychology), *Secondary education, *Arts education, *Teacher role |
| Abstract: | This study compared visual art teachers' experiences of generic early-career professional identity dilemmas with experiences of dilemmas arising from subject-specific concerns. In turn, their experience of generic dilemmas was compared with experiences of non-arts teachers, as found in literature. Results show, on average, art teachers experienced considerably more dilemmas than non-arts teachers. No conclusive evidence was found for more frequent, or stronger experience of arts-specific dilemmas. Our data does, however, concur with descriptions of art teacher identity dilemmas found in qualitative arts education research, suggesting that some generic early-career dilemmas may become conflated with subject-specific concerns. For example, art teachers may focus more on students expressing their emotions than other teachers. In uncovering how these teachers might use subject-specific framing when interpreting generic dilemmas, this research invites teacher educators to consider how the subject one teaches may have deeper, and more complex connections to early-career dilemma experiences than previously recognised. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study compared visual art teachers' experiences of generic early-career professional identity dilemmas with experiences of dilemmas arising from subject-specific concerns. In turn, their experience of generic dilemmas was compared with experiences of non-arts teachers, as found in literature. Results show, on average, art teachers experienced considerably more dilemmas than non-arts teachers. No conclusive evidence was found for more frequent, or stronger experience of arts-specific dilemmas. Our data does, however, concur with descriptions of art teacher identity dilemmas found in qualitative arts education research, suggesting that some generic early-career dilemmas may become conflated with subject-specific concerns. For example, art teachers may focus more on students expressing their emotions than other teachers. In uncovering how these teachers might use subject-specific framing when interpreting generic dilemmas, this research invites teacher educators to consider how the subject one teaches may have deeper, and more complex connections to early-career dilemma experiences than previously recognised. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02619768 |
| DOI: | 10.1080/02619768.2024.2311702 |
