Open AccessTECHNICAL INTEGRATION AND ITS APPLICATION FOR ART EDUCATION TEACHERS FROM THE POINT OF VIEW OF SUPERVISORS
Author(s) -
Samaher Khalil Ibrahim,
Mohammad Saadi Lafta
Publication year - 2021
Publication title -
rimak international journal of humanities and social sciences
Language(s) - English
Resource type - Journals
ISSN - 2717-8293
DOI - 10.47832/2717-8293.7-3.5
Subject(s) - exhibition , point (geometry) , cognition , visual arts education , psychology , sample (material) , mathematics education , painting , pedagogy , visual arts , art , the arts , chemistry , geometry , mathematics , chromatography , neuroscience
The current research problem was established through the following question: What are the characteristics of technical integration (cognitive, skill, and behavioral)? What are the mechanisms for applying it to art education teachers? As the current research aims to identify the characteristics of technical integration (cognitive, skill, and behavioral) of art education teachers from the point of view of the supervisors specialization. The research community consisted of the art education supervisors in the Karkh side, who were (35) supervisors. A sample of (20) supervisors with a specialization in art education on (the Karkh) side were selected, who could be reached through electronic communication means. To achieve the goal of the current research, the researcher built her research tool represented by the questionnaire, which consisted of (4 domains and 41 paragraphs), as it covered all the characteristics of technical integration (cognitive, skill, and behavioral) that the art education teacher is supposed to display. The most important conclusions are: 1.the majority of art education teachers use the most appropriate methods and decoration. 2.Art education teachers have school exhibitions involving learners to display paintings.