Art pedagogy as a means for development of educational motivation of students – future teachers

Iskander Engelevich Yarmakeev; Nelly Raisovna Valiakhmetova; Rimma Maratovna Akhmadullina; Oksana Kabirovna Nazarova; Rustem Yahevich Gibadullin

doi:10.22633/rpge.v25iesp.1.14975

Authors

Iskander Engelevich Yarmakeev Kazan Federal University (KPFU), Kazan https://orcid.org/0000-0002-1103-6469
Nelly Raisovna Valiakhmetova Kazan Federal University (KPFU), Kazan https://orcid.org/0000-0002-5379-0849
Rimma Maratovna Akhmadullina Kazan Federal University (KPFU), Kazan https://orcid.org/0000-0002-8895-7274
Oksana Kabirovna Nazarova Kazan Federal University (KPFU), Kazan https://orcid.org/0000-0002-4979-7562
Rustem Yahevich Gibadullin Moscow Pedagogical State University (MPGU), Moscow https://orcid.org/0000-0002-4825-5518

DOI:

https://doi.org/10.22633/rpge.v25iesp.1.14975

Abstract

The paper is devoted to the study of the impact of art pedagogy on the development of educational motivation of students. Art pedagogy is an innovative direction, the purpose of which is to create a new cognitive methodology, to overcome psychological barriers of thinking, to build the interaction between a teacher and a student on the basis of reflection, educational and creative self-organization for intellectual and creative development. This technology is especially relevant in the capacity of an integration of art into the educational context for solving professional and pedagogical tasks of the modern educational practice. The purpose of the paper is to study the influence of art pedagogy techniques on the development of educational motivation of students - future teachers. The paper discusses the role and data of a comparative analysis of thematic planning for studying the course “History of Pedagogy and Education” in combination with the techniques of art pedagogy. It also describes the course and results of the experiment on the development of educational motivation of students using these techniques. The research methods were: theoretical analysis of scientific literature, generalization, survey, and pedagogical experiment. The findings of the research can be recommended for university and college faculty in training students - future teachers.

Downloads

Download data is not yet available.

Author Biographies

Iskander Engelevich Yarmakeev, Kazan Federal University (KPFU), Kazan

Professor of the Department of Digital and Bilingual Education and Deputy Director for Research of the Institute of Philology and Intercultural Communication.

Nelly Raisovna Valiakhmetova, Kazan Federal University (KPFU), Kazan

Associate Professor of the Department of Tatar Studies and Cultural Studies, Institute of Philology and Intercultural Communication. Candidate of Pedagogic Sciences.

Rimma Maratovna Akhmadullina, Kazan Federal University (KPFU), Kazan

Associate Professor of the Department of Tatar Studies and Cultural Studies, Institute of Philology and Intercultural Communication. Candidate of Pedagogic Sciences.

Oksana Kabirovna Nazarova, Kazan Federal University (KPFU), Kazan

Postgraduate Student of the Department of Digital and Bilingual Education, Institute of Philology and Intercultural Communication.

Rustem Yahevich Gibadullin, Moscow Pedagogical State University (MPGU), Moscow

Director of the Institute for Advanced Studies.

References

BROPHY, J. E. Motivating students to learn. Routledge, 2013.

BRYSON, C.; HAND, L. The role of engagement in inspiring teaching and learning. Innovations in education and teaching international, v. 44, n. 4, p. 349-362, 2007.

DAVIS, J. H. Why our high schools need the arts. New York, NY: Teachers College Press, 2011.

DECI, E. L.; RYAN, R. M. Cognitive evaluation theory. In Intrinsic motivation and self-determination in human behavior (pp. 43-85). Springer, Boston, MA. (1985).

EWING, A. R. Making a difference in learning through arts-rich pedagogy. 2018.

IGNATYEVA, I. The trend of technologisation of modern education (the use of humanitarian technologies). Procedia-Social and Behavioral Sciences, v. 214, p. 606-613, 2015.

KARKINA, S. V.; FAJZRAHMANOVA, L. T.; GLUZMAN, A. V. Subject-oriented approach in the professional formation of the future music teacher. Journal of History Culture and Art Research, v. 6, n. 4, p. 1071-1077, 2017.

KARKINA, S. V.; NURGAYANOVA, N. K.; KAUR, M. Traditional music and poetry of the tatars-mishars: Modern forms of existence. Humanities & Social Sciences Reviews, v. 7, n. 6, p. 477-480, 2019.

KARKINA, S. V.; SINGH, B.; VALEEVA, R. A. Signature pedagogies of music learning by the Means of MOODLE across Russian and Indian Approach. In: INTERNATIONAL CONFERENCE ON TECHNOLOGICAL ECOSYSTEMS FOR ENHANCING MULTICULTURALITY, 7., 2019, León. Proceedings […]. León, Spain, 2019. p. 575-581

KATASHEV, V. Pedagogy of higher education. Kazan, 2005. 395 p.

KAYUMOVA, R.; DYGANOVA, E.; BATYRSHINA, G.; BAGHDASARYAN, A. Formation of visual culture in teenagers by teaching them photographic art. International Journal of Innovative Technology and Exploring Engineering, v. 9, n. 1, p. 5130-5133, 2019.

MAKAROVA, K. Prospects for the Development of Art Pedagogical Education: the Case of the New Profile “Art of the book”. Procedia-Social and Behavioral Sciences, v. 214, p. 305-318, 2015.

PAVILL, B. Fostering creativity in nursing students: a blending of nursing and the arts. Holistic Nursing Practice, v. 25, n. 1, p. 17-25, 2011.

RIEGER, K. L.; CHERNOMAS, W. M.; MCMILLAN, D. E.; MORIN, F. L. Navigating creativity within arts-based pedagogy: Implications of a constructivist grounded theory study. Nurse Education Today, v. 91, 104465, 2020).

SAEED, S.; ZYNGIER, D. How motivation influences student engagement: a qualitative case study. Journal of Education and Learning, v. 1, n. 2, p. 252-267, 2012.

VALLERAND, R. J.; REID, G. On the causal effects of perceived competence on intrinsic motivation: A test of cognitive evaluation theory. Journal of Sport and exercise Psychology, v. 6, n. 1, p. 94-102, 1984.

WOLTERS, C. A. Advancing achievement goal theory: using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology, v. 96, n. 2, 236-250, 2004.