What Predicts Pre-Service Teacher Use of Arts-Based Pedagogies in the Classroom? An Analysis of the Beliefs, Values, and Attitudes of Pre-Service Teachers

Abstract

Arts-based pedagogies have a positive, significant impact on various student academic-related outcomes. University teacher preparation programs may want to consider pre-service teacher beliefs, values, and attitudes toward arts-based pedagogies in order to better support teacher growth in using these arts-based approaches. In this study, we administered the Teaching with the Arts survey to 160 pre-service teachers. Results from the survey suggest that pre-service teachers value the arts; however, this was not related to their plans for future use of arts in the classroom. Pre-service teachers’ perceptions of personal creativity and ability to overcome systemic constraints were highly predictive of plans for future use. Implications for policy and practice are included.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 20 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.