Generic or Subject-Specific? A Survey Comparing Dutch Secondary School Visual Art Teachers' Early-Career Experiences to Teacher Experiences in Non-Arts Subjects
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| Title: | Generic or Subject-Specific? A Survey Comparing Dutch Secondary School Visual Art Teachers' Early-Career Experiences to Teacher Experiences in Non-Arts Subjects |
|---|---|
| Language: | English |
| Authors: | Maeve O'Brien Braun, Ida E. Oosterheert, Edwin van Meerkerk, Paulien C. Meijer |
| Source: | European Journal of Teacher Education. 2026 49(2):276-295. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Secondary School Teachers, Art Teachers, Visual Arts, Beginning Teachers, Teaching Experience, Professional Identity, Problems, Specialists, Specialization, Teacher Attitudes |
| Geographic Terms: | Netherlands |
| DOI: | 10.1080/02619768.2024.2311702 |
| ISSN: | 0261-9768 1469-5928 |
| Abstract: | This study compared visual art teachers' experiences of generic early-career professional identity dilemmas with experiences of dilemmas arising from subject-specific concerns. In turn, their experience of generic dilemmas was compared with experiences of non-arts teachers, as found in literature. Results show, on average, art teachers experienced considerably more dilemmas than non-arts teachers. No conclusive evidence was found for more frequent, or stronger experience of arts-specific dilemmas. Our data does, however, concur with descriptions of art teacher identity dilemmas found in qualitative arts education research, suggesting that some generic early-career dilemmas may become conflated with subject-specific concerns. For example, art teachers may focus more on students expressing their emotions than other teachers. In uncovering how these teachers might use subject-specific framing when interpreting generic dilemmas, this research invites teacher educators to consider how the subject one teaches may have deeper, and more complex connections to early-career dilemma experiences than previously recognised. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1503279 |
| Database: | ERIC |
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| Abstract: | This study compared visual art teachers' experiences of generic early-career professional identity dilemmas with experiences of dilemmas arising from subject-specific concerns. In turn, their experience of generic dilemmas was compared with experiences of non-arts teachers, as found in literature. Results show, on average, art teachers experienced considerably more dilemmas than non-arts teachers. No conclusive evidence was found for more frequent, or stronger experience of arts-specific dilemmas. Our data does, however, concur with descriptions of art teacher identity dilemmas found in qualitative arts education research, suggesting that some generic early-career dilemmas may become conflated with subject-specific concerns. For example, art teachers may focus more on students expressing their emotions than other teachers. In uncovering how these teachers might use subject-specific framing when interpreting generic dilemmas, this research invites teacher educators to consider how the subject one teaches may have deeper, and more complex connections to early-career dilemma experiences than previously recognised. |
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| ISSN: | 0261-9768 1469-5928 |
| DOI: | 10.1080/02619768.2024.2311702 |
