Abstract
This case study identifies key elements of concern in pre-service art teaching by exploring the experiences of pre-service teachers and cooperating teachers engaged in an 18-week pre-service art teaching experience. Three pre-service art teachers and six cooperating art teachers participated in the study. Data collection included interviews with pre-service art teachers and their cooperating teachers, class observations, lesson plans, teaching resources, videos, and the weekly journals of pre-service art teachers. The content analysis of the data reveals key elements of concern in pre-service art teaching: classroom management, balancing and integrating art curriculum content areas, and transfer of art content into pre-service art teaching. The findings have implications for the enhancement of art education programs and pre-service art teaching experiences.
