engleski

Self-assessment of Croatian and Slovenian early childhood and preschool education students’ competencies in music and visual arts based on after-school art education

This paper presents the analysis of student teachers’ self-assessment of their teaching competencies in music and visual arts based on their additional, after-school art education. The sample consisted of third-year students enrolled in the early childhood and preschool education study program at the Faculty of Teacher Education, University of Zagreb and the Faculty of Education, University of Maribor. The study programs offered at both institutions are similar. Visual arts and music are significant aspects of student teachers’ art education. The early childhood and preschool education study programs offered in Croatia and Slovenia include courses specifically designed to teach the methodology, that is didactics, of visual arts and music. After-school music or visual arts education affects the student teachers’ self-confidence and their interest in the arts, which reflects in their implementation of the arts in teaching practice. Educators often do not feel competent enough to conduct visual art and music activities with their students. Therefore, the purpose of this paper is to examine the effects of additional, after-school art education on Croatian and Slovenian teacher students’ self-assessment of teaching competencies in visual arts and music.

after-school art education, early childhood and preschool education, music competencies, self-assessment, visual arts competencies

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