Motivating future art teachers to creatively plan and carry out lessons in art

V času študija likovne pedagogike naj bi študentje pridobivali splošne in predmetnospecifične kompetence za poučevanje likovnih vsebin v osnovnih in srednjih šolah. Predmetnospecifične kompetence naj bi študentje pridobivali pri tako imenovanih strokovnih predmetih, kot so risanje, slikanje, kiparstvo, grafika ipd. To pomeni, da naj bi pri teh predmetih bodoči likovni pedagogi ob lastnem likovnem izražanju spoznali posebnosti posameznih likovnih področij, izrazne možnosti likovnih tehnik, materiale, orodja ipd. Žal pri predmetu didaktika likovne vzgoje opažamo, da študentje zelo slabo poznajo temeljne vsebine svoje stroke, to pa zelo otežuje kakovostno pripravo na pedagoški proces. Opažamo namreč, da pri izvajalcih strokovnih predmetov manjka motiviranost za poglobljeno podajanje strokovnih vsebin, ki naj bi bile temelj študija likovne pedagogike. V študijskem letu 2008/09 smo izvedli raziskavo, v katero smo vključili študente tretjega in četrtega letnika likovne pedagogike na Pedagoški fakulteti v Mariboru (n = 45). Podatke smo pridobili s pomočjo anketnega vprašalnika. Zanimalo nas je, kakšna so stališča študentov do pridobljenih kompetenc v času študija. Rezultati kažejo na to, da študentje zaznavajo prej omenjene težave. Kot največji problem izpostavljajo pomanjkljivo poznavanje posameznih likovnih tehnik in njihovih izraznih možnosti, med likovnimi področji pa izstopa nepoznavanje prostorskega (arhitekturnega) oblikovanja.During the study of art education, university students should gain general and subject-specific competences for teaching visual arts at the elementary or secondary school levels. As for subject-specific competences, the students should acquire these in the so-called technical subjects - drawing, painting, sculpture, graphics etc. In other words, these are the subjects that should help future art teachers to acquire - through their own artistic expression - specific information about various art forms, the expressive possibilities of art techniques, and a familiarization with different materials and tools. Unfortunately, it is often the case in art didactics classes, that students\u27 have a rather poor knowledge of the fundamentals of art, which makes it difficult to achieve proper preparation for teaching. The harsh reality is that teachers lack motivation to deliver an in-depth presentation of expert subject matter, which is considered a basic element in the study of art education. During the 2008/2009 school year we conducted research that included students who were attending the third and fourth years of an Art Education program at the Faculty of Education in Maribor (n = 45). The data was obtained via a questionnaire. Our aim was to discover how students perceive the competences they have to acquire during their studies. The results clearly show that students are aware of the above-mentioned issues. According to them, the biggest problem is inadequate knowledge of specific art techniques and their expressive possibilities. As far as art forms are concerned, the most prominent issue appeared to be a poor knowledge of spatial(architectural) design