The purpose of this study was twofold: (1) to examine the knowledge, skills, and experiences in the enameling arts and the attitudes and perceptions of in-service (n = 12) and pre-service Kuwaiti art teachers (n = 170), art supervisors at the Ministry of Education (MOE) (n = 3) and art education faculty members at the College of Basic Education (CBE) and Kuwait University (KU) (n = 8) about what they believed pre-service art teachers should know and be able to do in order to teach the enameling arts, and (2) to use this information to inform and guide the development …
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The purpose of this study was twofold: (1) to examine the knowledge, skills, and experiences in the enameling arts and the attitudes and perceptions of in-service (n = 12) and pre-service Kuwaiti art teachers (n = 170), art supervisors at the Ministry of Education (MOE) (n = 3) and art education faculty members at the College of Basic Education (CBE) and Kuwait University (KU) (n = 8) about what they believed pre-service art teachers should know and be able to do in order to teach the enameling arts, and (2) to use this information to inform and guide the development of a content outline for an enameling course for pre-service Kuwaiti art teachers that is educationally (how to perform enameling arts skills and how to teach what they know), practically (safety issues, workshop management, etc), and culturally (its relation to Islamic culture) suitable. Both quantitative and qualitative approaches were used. Most of the respondents revealed limited knowledge and skills and modest experiences in the enameling arts. All interviewees in the study expressed positive perceptions and attitudes about the enameling arts. Most agreed that a revision to the current art education curriculum at the CBE was needed and made suggestions about how the curriculum should be revised. It was clear that there is a disconnection and miscommunication between the MOE and the CBE with regards to the information about enameling that should be covered and taught in the art education classes. All respondents expressed support for the inclusion of a course in enameling in the art education curriculum at the CBE. Because of the limited knowledge of the participants in the study, they were not able to provide guidance in shaping the content for a course in the enameling arts. The researcher had to rely on the literature review and his expertise as an enameling artist to develop a content outline that was educationally, practically, and culturally suitable for the pre-service Kuwaiti art teachers. Further study was recommended in regard to curriculum issues, especially those related to the inclusion of Islamic culture, and methods of delivering instruction in the enameling arts.
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