The [Integrated] Art of Teaching: Early Career Teachers' Perceptions of Integrated Arts Practices and their Creative Self-Efficacy

Abstract

From teacher preparation programs, preservice and novice teachers understand the expectations and their responsibility to prepare secondary students for tests required for postsecondary opportunities. But often forgotten is the responsibility to create an atmosphere conducive to meaningful independent and collaborative learning that celebrates a spirit of play which may be accomplished through integrating the arts. Providing opportunities for students in secondary English classrooms to engage in multiple ways of learning through multiple modes (including visual art, music, drama, or dance) and expecting them to do so with a healthy level of creative self-efficacy requires scaffolding on behalf of the teacher and a strong sense of creative self-efficacy from the teacher as well. This purpose of this study was to examine early career English teachers’ perceptions of integrating the arts in their secondary English curriculum and how, if at all, their creative self-efficacy influences implementation of integrated arts instruction. A multiple case study of four early career secondary English teachers at four school sites was conducted to reveal the particularity and complexity of each teacher’s situation both within and across cases. Based on a three-interview, observation, and free-response process, themes emerged to reflect 1) anticipating creativity in curriculum and choice and 2) dealing with nuances of traditional school structures. Implications and recommendations for findings include 1) mindfulness of and action toward secondary students’ needs for creative outlets and approaches, 2) reinforcing the value of integrating the arts in teacher preparation programs, 3) cultivating and sustaining a spirit of play in secondary classrooms, and 4) encouraging early career teacher resiliency.