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The (Im)Possibility of Primary Arts Teacher Education

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Title: The (Im)Possibility of Primary Arts Teacher Education
Language: English
Authors: Jeff Meiners, Kerrin Rowlands
Source: Center for Educational Policy Studies Journal. 2025 15(2):51-72.
Availability: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Art Education, Preservice Teacher Education, Teacher Education Programs, Foreign Countries, Specialization, Elementary Education, Teacher Education Curriculum, Teacher Competencies, Educational Policy, Curriculum Design, Curriculum Implementation
Geographic Terms: Australia
ISSN: 1855-9719
2232-2647
Abstract: UNESCO strategies, including the 2006 Road Map for Arts Education, the 2010 Seoul Agenda for Arts Education and the 2024 Framework for Culture and Arts Education, highlight a persistent concern regarding the insufficient emphasis on arts education competencies among pre-service teachers and the challenge of allocating adequate curriculum time in education programmes. In Australia, recent government policies have included the arts as a school curriculum learning area with five subjects: Dance, Drama, Media Arts, Music and Visual Arts. This curriculum aims to ensure that all young Australians experience a comprehensive arts education by providing a framework for teachers to implement sequential learning across the primary school years. Despite these efforts, Australian research tracking the implementation of the arts curriculum within schools and teacher education programmes remains limited, revealing a problematic gap. The present paper examines how an Australian university has attempted to address this gap by providing pre-service teachers with an "Arts Specialism" within a teacher education programme. Using education policy sociology theory, the study explores the contexts of influence, curriculum text production and policy implementation. Critical discourse analysis is used to identify negotiations between influential Australian stakeholders, including university programme leaders who have supported the concept of an arts curriculum specialism. The study addresses themes of arts education content and pedagogy, revealing challenges and opportunities in implementing this specialism and concluding with recommendations for future developments.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1480583
Database: ERIC
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  Data: University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
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  Data: UNESCO strategies, including the 2006 Road Map for Arts Education, the 2010 Seoul Agenda for Arts Education and the 2024 Framework for Culture and Arts Education, highlight a persistent concern regarding the insufficient emphasis on arts education competencies among pre-service teachers and the challenge of allocating adequate curriculum time in education programmes. In Australia, recent government policies have included the arts as a school curriculum learning area with five subjects: Dance, Drama, Media Arts, Music and Visual Arts. This curriculum aims to ensure that all young Australians experience a comprehensive arts education by providing a framework for teachers to implement sequential learning across the primary school years. Despite these efforts, Australian research tracking the implementation of the arts curriculum within schools and teacher education programmes remains limited, revealing a problematic gap. The present paper examines how an Australian university has attempted to address this gap by providing pre-service teachers with an "Arts Specialism" within a teacher education programme. Using education policy sociology theory, the study explores the contexts of influence, curriculum text production and policy implementation. Critical discourse analysis is used to identify negotiations between influential Australian stakeholders, including university programme leaders who have supported the concept of an arts curriculum specialism. The study addresses themes of arts education content and pedagogy, revealing challenges and opportunities in implementing this specialism and concluding with recommendations for future developments.
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      – Text: English
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Teacher Education Curriculum
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      – SubjectFull: Teacher Competencies
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      – SubjectFull: Educational Policy
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