This practitioner inquiry set out to help pre-service art teachers recognize and go beyond the constraints placed on them by pervasive curriculum patterns in conventional Korean teacher preparation. A series of assignments were designed to determine the nature of those constraints and
pre-service teachers' strengths and to facilitate their reflective thinking during an art education course. Whereas the student responses to a preliminary questionnaire reflected limited views of art and art teaching, analysis of a sample of assignments at the end of the course indicated significant
changes of beliefs and attitudes and potential for further growth; and highlighted potential curriculum content for inclusion in Korean art education.
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Document Type: Research Article
Publication date: 01 April 2006
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The International Journal of Education through Art is an English language journal that promotes relationships between art and education. The term 'art education' should be taken to include art, craft and design education. Each issue, published three times a year within a single volume, consists of peer-reviewed articles mainly in the form of research reports and critical essays, but may also include exhibition reviews and image-text features.
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