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Type of publication: Straipsnis / Article
Author(s): Andrikienė, Rasa
Title: Dailės pedagogo profesinis tobulėjimas taikant dailės terapijos elementus
Other Title: Professional development of art teacher applying elements of art therapy
Is part of: Profesinis rengimas: tyrimai ir realijos, 2010, nr. 19, p. 22-33
Date: 2010
Keywords: Dailės pedagogas;Art teacher;Profesinis tobulėjimas;Dailės terapija;Dailės terapijos elementai;Professional development;Art therapy;Elements of art therapy
Abstract: Straipsnyje nagrinėjama dailės pedagogo profesinio tobulėjimo taikant dailės terapijos elementus tema. Nagrinėjama problema – prieštara tarp dailės pedagogo poreikio ir galimybių tobulinti profesines kompetencijas taikant dailės terapijos elementus. Formuluojamas probleminis klausimas: kokiu būdu turi būti taikomi dailės terapijos elementai, kad jie padėtų pedagogui tobulėti profesinėje srityje ir skatintų sėkmingą mokinius mokymąsi ir saviraišką? Tikslas – pagrįsti dailės pedagogo profesinį tobulėjimą taikant dailės terapijos elementus. Uždaviniai: atskleisti pedagogo profesinio tobulėjimo prielaidas taikant dailės terapijos elementus; pateikti dailės terapijos elementų charakteristikas ir kriterijus, padedančius pedagogo profesiniam tobulėjimui; nustatyti pagrindines pedagogų profesinio tobulėjimo sritis. Straipsnyje pateikiamos dailės pedagogo, dirbančio bendrojo lavinimo mokykloje, teorinės veiklos sritys ir galimos dailės terapeuto veiklos, kurių pagrindu formuluojami profesiniai reikalavimai pedagogui, savo veikloje taikančiam dailės terapijos elementus. Atkleidžiama, kokie dailės terapijos elementai padeda pedagogui tobulėti dalykinėje, metodinėje, socialinėje ir asmeninėje srityse. Empirinio tyrimo rezultatų pagrindu atskleidžiama, kad dailės terapijos elementai pedagoginėje veikloje padeda tobulinti turimas metodines kompetencijas, leidžia kontroliuoti nepageidaujamą mokinių elgesį, skatina sėkmingesnį mokinių mokymąsi ir saviraišką. Empirinis tyrimas pagrindė prielaidas, kad taikant dailės terapijos elementus pedagoginėje veikloje profesinis tobulėjimas vyksta diagnozavimo, planavimo, organizavimo, įsivertinimo, nuolatinio tobulėjimo, bendrųjų kompetencijų plėtotės srityse.
Art therapist as a profession does not exist in Lithuania, but there is a small group of specialists (teachers, social pedagogues, kindergarten teachers) who apply art therapy (below - AT) or elements of art therapy (below - EAT) in their work. They all work with children who have development and behavior disorders, physical or psychical disabilities or face different social problems in their everyday life. In this context dispositions of humanistic philosophy are important, which state that education of an adequate personality requires attention to a child’s emotional freedom, accumulation of experience, self-expression, learning while doing (Vismantienė, 2003); therefore, according to Bitinas (2000), the educator must be in the mood to interact with his/ her learner: imagine himself/herself being in the learner’s position, feel his/her experiences, communicate sincerely and openly. The article emphasizes that successful pedagogical interaction requires appropriate pedagogical competences. These issues were discussed by Būdienė (2004), Adamonienė (2002), Candy (1999), Arends (1998), Bižys, Linkaitytė, Valiuškevičiūtė (1996), Butkienė and Kepalaitė (1996). The basis for this study is the structure of the competence of an art teacher presented by Bankauskienė and Mikuličiūtė (2004), Saulėnienė (2003), and the conception of art therapy proposed by Brochmann (2007), Chilcote (2007), Brazauskaitė (2004), Birtchnell (2004), Dalley (2004), Dubowski (2004), Lowenfield and Britain (1987). On the basis of the studies performed and theoretical provisions, it was found out that art teachers who apply EAT lack encouragement for their professional development and this, consequently, allowed us to formulate the research problem: there exists a contradiction between the need of an art teacher to improve his/her professional competences by applying elements of art therapy and opportunities created for the professional development. A problem question was formulated: how do elements of art therapy have to be applied to help a teacher to develop in the professional area and enable pupils for successful learning and self-expression? The purpose of the research is to substantiate the professional development of an art teacher by applying EAT. The objectives of the research: to reveal assumptions of teacher professional improvement by applying EAT; to present characteristics and criteria of EAT which help fthe teacher to develop in the professional area and determine the main areas of teacher professional development. The following methods were applied: data collection – analysis of scientific literature, interview and analysis of the data contents. On the basis of the theoretical study, the areas of the activity of an art teacher who works in a general education school are presented together with possible activities of an art therapist, on the basis of which the professional requirements are formulated for a teacher who applies the elements of art therapy for his/her activity. It is revealed which aspects of art therapy help a teacher to improve competences of his/her professional activity in the subject, didactical, social and personal areas. The findings of the empirical study, using a semi-structured interview, identified some methods of art therapy that help to improve the present didactical competences in the pedagogical activity. The meaning of value dispositions was also emphasized which enables to control pupils’ undesirable behavior and stimulates their successful learning and self-expression. The empirical study allowed to draw conclusions that applying EAT in the pedagogical activity, professional development occurs in the areas of diagnosing, planning, organization, self-evaluation, constant improvement, and development of general competences.
Appears in Collections:Profesinis rengimas: tyrimai ir realijos 2010, nr. 19

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