Developing a more creative pedagogical approach to teacher training: a critical investigation into the teacher-training programme of the Department of Curriculum and Instruction at King Saud University through the lens of the Art Education Branch

Hakiem, Rafif (2016) Developing a more creative pedagogical approach to teacher training: a critical investigation into the teacher-training programme of the Department of Curriculum and Instruction at King Saud University through the lens of the Art Education Branch. Doctoral thesis, University of East Anglia.

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Abstract

‘Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing
else, and root out everything else’. This famous line from Charles Dickens’s Hard Times
reflects an attitude that, it seems, still appears in some education programmes in Saudi
Arabia. This thesis reports on a critical investigation into a teacher-training programme; the
research broadening from solely investigating the programme at Department of Curriculum
and Instruction at King Saud University, to a two strand examination, also considering the low
status of art and art education in Saudi schools and society. The study particularly examined
the effect of academic recognition on the programme by the Centre for Quality Assurance in
International Education granted according to the standards of the American National Council
of Teacher Education.
Much of my research adopted participatory arts based methods, inviting participants’
expression of ideas through sets of activities during six months of fieldwork, using semistructured
interviews, focus groups, and observation of some of the participants. The research
is responsive to multiple stakeholder perspectives: students, student-teachers, faculty
members, NCATE committees, Deanship of Quality and myself as researcher.
Arts based participatory activities were used to examine the current situation of the teachertraining
programme post-CQAIE recognition; connecting art education to individual
development, changing perceptions, and general attitudes to art and art education, working
towards improving society through art. It appears that the programme remains a conventional
vocational course; objectives driven and operating largely along a 'banking concept of
education' as described by Freire, with little consideration given to developing skill and
students’ voices in the context of the teacher-training programme.
Finally, this thesis posits a more progressive, holistic approach within the teacher-training
programme, developing students’ skills and abilities and perhaps improving the perception of
art and art education in the broader world beyond the institution.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Rachel Henderson
Date Deposited:	08 Mar 2021 13:13
Last Modified:	08 Mar 2021 13:13
URI:	https://ueaeprints.uea.ac.uk/id/eprint/68255
DOI:

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