Self-Efficacy in Art Integration: Investigating how intensive training in visual arts pedagogy influences the confidence and classroom practices of pre-service teachers
DOI:
https://doi.org/10.31305/rrijm.2026.v11.n04.026Keywords:
Self-efficacy, Arts integration, Visual arts pedagogy, Pre-service teachers, Teacher training, Classroom practicesAbstract
This paper explores how intensive training can be used in visual arts pedagogy to improve pre-service teachers self-efficacy and classroom practices. Arts integration in modern-day education has been developed as an effective tool in education that promotes creativity, engagement, and learning. Nonetheless, lack of exposure and poor training is associated with low confidence levels in integrating visual arts in teaching by many pre-service teachers. Based on the theory of self-efficacy of Bandura, the study investigates the effects of structured and practice-based training on teachers and their beliefs about their instructional abilities and readiness to embrace new teaching strategies. The mixed-method approach was used to collect data on pre-service teachers that were measured using self-efficacy scales, questionnaires, and reflective observations prior to and after attending an intensive training program. The results show that the level of confidence of the participants has greatly increased, and the practices of the classroom of the participants have changed towards more interactive and arts-based approaches. The paper describes that experiential training is a critical factor in closing the gap between theory and practice. It concludes that meaningful change in the teaching practices can be achieved by enhancing self-efficacy using specific interventions and recommends the introduction of arts training programs into the teacher education curriculum.
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