ความคิดเห็นเกี่ยวกับการพัฒนาครูศิลปศึกษาระดับประถมศึกษาตามแนวศิลปศึกษาแบบดีบีเออี ของครูผู้สอนศิลปศึกษาในระดับประถมศึกษา สังกัดกรุงเทพมหานคร / ศุลีพร วงษ์สุวรรณ = Opinions concerning elementary art teachers development in accordance with DBAE of art education teachers in elementary schools under jurisdiction of Bangkok Metropolitan Administration / Suleepoun Vongsuwon
The objective of this research was to study opinions of art teachers in elementary schools under jurisdiction of Bangkok Metropolitan Administration on art development in accordance with DBAE approach. The study focused on the areas of the art instruction organization and preparation for art teacher readiness basing on this approach. The samples of the population included 225 elementary art teachers teaching Prathom 5 and 6 in elementary schools under jurisdiction of Bangkok Metropolitan Administration. The research instrument was the questionnaire constructed by the researcher which consisted of check list, rating scale, and open-ended forms. The data were analyzed by using percentage, means and standard deviation. The study found that the overall teachers’ opinions concerning on the art teacher development in accordance with DBAE approach were at the high level of agreement. The detail of the findings were as follows. Regarding to the contents of art instruction organization, the teachers had consensus at the highest degree on the 3 contexts: the aesthetics, the history of art and the art making. The art criticism also showed high degree of agreement but lower than the first three. They agreed that 4 contexts of DBAE could be used effectively in specifying teaching goals, contents and activities, to motivate learner’s interests and to percieve art values for creating art works. On the area of preparation for art teacher reading basing on DBAE approach, the teachers’ showed highly agreement on the 2 contexts: the art basic knowledge and the appropriate art teacher development strategies. They also agreed upon the contexts of supporting media and assessment and evaluation for art teachers development. The teachers believed that these contexts could be integrated in art teaching more effectively.