Investigating the effect of discipline-based art education training on pre-service arts teachers' teaching self-efficacy

Abstract

This study examined the effect of Discipline-Based Art Education (DBAE) training on the teaching self-efficacy of pre-service visual arts teachers. A mixed-methods approach was used, combining a single-group pre-test post-test quasi-experimental design with qualitative data analysis. Over two semesters, 24 pre-service teachers took part in a DBAE-enhanced training programme integrated into the “Visual Arts Teaching I and II” courses. Quantitative results showed significant increases in self-efficacy in the areas of preparation, teaching, and diversity. Qualitative data supported these findings, revealing improvements in professional skills, attitudes, and content knowledge. Participants demonstrated high proficiency in applying DBAE's core disciplines—art history, criticism, aesthetics, and production—into lesson planning and instructional materials. Despite difficulties in more abstract areas like aesthetics and criticism, notable progress was achieved. The results emphasise DBAE's potential to boost self-efficacy and pedagogical skills in art education, recommending its inclusion in teacher training programmes to promote holistic and reflective teaching practices.