Development of art teaching management for student teachers based on culturally responsive teaching

Abstract

This participatory action research aimed to develop culturally responsive art instructional management guidelines for student teachers. The study involved 48 participants, including fourth-year art education student teachers, university lecturers, and school teachers. Through the implementation of a participatory action research process, the study integrated culturally responsive teaching and other relevant concepts into two art teaching methods courses, with each course being conducted per semester. Data collection methods included interviews, self-assessments, observations, and document analysis, with qualitative data undergoing content analysis and quantitative data being statistically analyzed. The development of the art instructional management guidelines followed a four-step process: preparations for change, taking actions for change, teaching leading to change, and reflection. The program incorporated principles and guidelines related to culturally responsive teaching, diverse learners, cultural diversity, learner-centered teaching, partnership collaboration, and inclusive classrooms. The results demonstrated a significant improvement in the participants' multicultural competence upon the completion of the courses, with noticeable changes observed in multicultural knowledge, skills, and attitudes. Competencies were categorized into five groups, representing varying levels of development. The findings, derived from a comprehensive analysis of qualitative and quantitative data, provided valuable insights into the participants' progress. The study identified five key factors influencing competency development, including cultural capital, awareness of classroom conflicts, art instructional approaches for multicultural students, positive attitudes towards culturally responsive teaching, and the application of cultural capital to instructional management. In conclusion, the integration of culturally responsive teaching into foundational art education courses shows promise in enhancing the multicultural competence of student teachers. This research provides valuable insights and recommendations for teacher education programs aiming to foster cultural inclusivity and facilitate effective art instruction in diverse classrooms.

Keywords: culturally responsive teaching, multicultural competence, student teachers, art instruction, teacher training.