A Comparative Study Of The Teaching Behaviour Of Novice And Skilled Teachers In Kindergarten Art Activities

Through art creation,children express their views and feelings about the beautiful things around them and their needs that cannot be met in the real world.As the organiser and guide of art activities,the teacher’s teaching behaviour is the key to their activities and has a subtle effect on children,directly affecting their learning and the quality of their teaching activities.Based on this,this study analyses the teaching behaviour of novice and experienced teachers,who make up the majority of kindergarten teachers,in art activities.A total of 20 teachers,10 novice teachers and 10 experienced teachers,were selected for the study,and 24 art activity videos and 6 teacher interviews were collected using observation and interview methods.With the help of the tool "Observation and Evaluation Indicator System of Teachers’ Teaching Behaviour in Key Events of Group Teaching Activities",the 20 specific indicators of pre-determined,generative and managerial events were used as a breakthrough to rate and count the frequency of teachers’ teaching behaviour in the collected art activities,and the data were processed and analysed using SPSS 26.0.The results of the study show that there are both commonalities and differences in teachers’ teaching behaviours in art activities.The results of the study showed that there were both commonalities and differences between the two,with the following commonalities: the art materials were adequate but not creative;the sequential design of the sessions was clear but the teaching format was solid;the guidance of children’s creativity was focused on individual needs but skills were emphasized over experience;the evaluation of art activities was mainly affirmative but not diversified;the teachers’ questions were random and did not focus on pre-determined quantity but low quality.The differences are reflected in the novice teacher’s difficulty in making connections between old and new knowledge and experiences when summarising;the novice teacher’s failure to model language in a single strategy of reasoning and answering;the skilled teacher’s strain in balancing the achievement of activity goals with changes in teaching contexts;and the skilled teacher’s expectations point to both routines and art activity habits.The reasons for the commonalities and differences between the two were analysed.The reasons for the commonalities included educational concepts,teaching habits,and teachers’ own perceptions and reflections;the reasons for the differences were that novice teachers lacked a deep understanding of children and art activities,experienced teachers had more experience in teaching art activities,and new and experienced teachers focused on different teaching contents.Finally,the common characteristics of the new and experienced teachers’ teaching behaviours are suggested,such as providing rich and layered materials,insisting on the combination of pre-programming and generation,and updating the inherent concepts of art education;the novice teachers are suggested to build a solid professional foundation,improve their teaching knowledge in the art field,and diligently observe and learn from others to accumulate practical experience in art activities;the experienced teachers are suggested to break away from the confines of experience and implement creative art activities,and to transcend themselves.For novice teachers,suggestions were made to enhance their professional foundation,improve their knowledge of teaching in the art field,observe and learn from others,and accumulate practical experience in art activities.