On the road to Durban: Using empowerment evaluation to grow teacher's arts and culture curriculum knowledge
Glass, D.L. (2008). On the road to Durban: Using empowerment evaluation to grow teacher's arts and culture curriculum knowledge. Johannesburg, South Africa: Unpublished dissertation.
South Africa engaged in an outcomes-based curricular innovation that included Arts and Culture as a new subject area for all young people. Using a small sample of new grade 7 Arts and Culture teachers in a high inequity, low capacity township setting that participated in an adaptation of Empowerment Curriculum Evaluation (ECE) to gather qualitative data over a 1.5 year period, this study examines an arts education professional development intervention (e.g., hands-on arts ed workshops with a follow-up professional learning community and instructional coaching) that integrates curriculum design and evaluation into the on-the-ground implementation of the national arts and culture standards in South Africa. The main focus of the study is understanding the growth of the arts content and arts pedagogical content knowledge of general educators who were using the arts in their classrooms for the first time.
- Increased Instructional Capacity: Teachers used a more iterative process to design curriculum with varied influences from hands-on arts practice, learning support materials, and policy, rather than a linear backwards design process starting with learning outcomes.
- Professional Collaboration, Leadership, and Self-efficacy: Empowerment Curriculum Evaluation (ECE) was associated with curriculum knowledge growth and increased self-determination for the teachers who had some initial experience with the arts before participating in the study.
- Assessment Design: Gaps in knowledge and common misunderstandings by novice teachers about the use of outcomes, the integration of the arts, and assessment design are identified and analyzed.