The level of teaching practices of Art Education teachers in light of the psychology of individual differences in students' drawings and its correlation to their academic qualifications

Abstract

The aim of this research paper is to identify the psychological properties of students’ drawings based on their individual differences that the Art education teacher must take into account in his educational and teaching practices, and to measure the level of the teaching practices of Art education teachers in the light of those properties. In order to measure the differences in the level of these teaching practices in relation to the academic qualification variable (Fine Arts or Art Education) for a sample of (108) art education teachers. Tools included the scale for assessing Art Education teachers’ teaching practices in light of the individual differences in students' drawings. The scale consisted of 60 items on five dimensions.
The results showed a low average score of the total sample, which was interpreted in the light of the cognitive and behavioral characteristics of the sample as attributed to the individual differences in the students’ drawings. This was also confirmed by the significance of the differences in favor of the Art Education qualification holders versus the Fine Art qualification holders; as Fine Art colleges depend in preparing their graduates on specialized courses that lack the educational components. It is thus recommended to paying attention to the inclusion of art education courses in Art Education teacher preparation programs to benefit from the psychological study of individual differences in children’s drawings. Acquiring such a background would improve the teachers’ teaching practices and assist them in guiding students and improving their artistic personalities.