The impact of art technologies on teachers' professional preparation in fine arts: an exploratory study in the context of Kazakhstan

Abstract

The professional preparation of teacher candidates to teach the fine arts in primary schools requires fundamental changes. The effective use of innovative teaching technologies, including art technologies, remains insufficiently studied. The study aims to investigate the impact of art technology on the effectiveness of teacher candidates' professional preparation for teaching fine arts in elementary schools. The study used qualitative and quantitative methods. The study included 120 respondents. Despite relatively good theoretical knowledge in the field of fine arts, the majority of students were identified as having a low level of practical skills in fine arts. In this regard, training a fine arts teacher required changes in the content, procedural, and personal aspects of pedagogical assistance based on art technology. The study's findings revealed that the integration of art technological advances in the process of training teacher candidates improved their artistic and professional training, which was required for the success of teaching fine arts in primary schools. The study's findings on the distinct effects of art technologies on the effectiveness of professional training for candidate teachers can be incorporated into artistic and aesthetic cycle subjects in pedagogical educational institutions.