Research on the art teachers’ teaching practice in kindergartens

[[abstract]]This research aims to probe the teaching practice of art teachers in kindergartens. Firstly, by telephone survey, we understand the current situation of arts teaching in public and private kindergartens in Taipei city. Secondly, by observation, interview, relevant document, we explore two veteran kindergarten art teachers’ teaching practice and the factors influenced their teaching practice. The findings of this research are divided into two parts: the current situations of art teaching in the kindergarten and two art teachers’ teaching practice. As for the general current situation of art teaching in the kindergarten, there are over 61% kindergartens hiring art teachers to teach art activities in kindergarten around Taipei city. The education and training background of these art teachers are from: “workshop of children art,” “short-term education training for art teachers,” “art major in college and university,” or “early childhood education in college and university” . Content of art activities depends on the individual art teacher. The art class, in most kindergartens, is once a week. Each class lasts about one hour in the classroom. Referring to the teaching practice of kindergarten art teachers, the two kindergarten art teachers in this research displayed different teaching styles due to dissimilar teaching perspectives. One kindergarten art teacher stressed the acquisition of pupils' art skills and adjusted her teaching to kids' capacity, hoping to boost students' motivation with various course subjects. The other kindergarten art teacher focused on the kids' individual creation after they had experienced various materials. She designed the courses and gave instructions according to pupils' development and learning styles. In addition, she let pupils experience the authentic materials. The factors which affected these art teachers’ teaching practice included the teachers’ early experiences, characteristics, the kindergartens’ conditions of time and space, parents’ viewpoints, support of peers, and family’s support. Lastly, the result of this research can be a reference for the government, training institutions for kindergarten art teachers, kindergartens, parents, and other researchers.