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Reimagining and reigniting confidence in intermediate phase pre-service teachers through their approach to Visual Arts education
Thesis (DPhil)--Stellenbosch University, 2025.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2025
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| _version_ | 1867614011260928000 |
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| access_status_str | Open Access |
| author | Biyela, Siphesihle |
| author2 | Perold-Bull, Karolien |
| author_browse | Biyela, Siphesihle Perold-Bull, Karolien |
| author_facet | Perold-Bull, Karolien Biyela, Siphesihle |
| author_sort | Biyela, Siphesihle |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (DPhil)--Stellenbosch University, 2025. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/132073 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:45:15.253Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/132073 Reimagining and reigniting confidence in intermediate phase pre-service teachers through their approach to Visual Arts education Biyela, Siphesihle Perold-Bull, Karolien Stellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Arts. Migration, Internal, in art Prints -- Themes, motives Prints -- Technique Print workshops Identity -- In art Memory in art Thesis (DPhil)--Stellenbosch University, 2025. Biyela, S. 2025. Reimagining and reigniting confidence in intermediate phase pre-service teachers through their approach to Visual Arts education. Unpublished doctoral dissertation. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/b1446541-cfc6-441a-b0b9-a90207569e04 ENGLISH ABSTRACT: The South African Revised White Paper on Arts, Culture and Heritage (RSA, 2013:10) highlights the impact of “the absence of an effective educational system, high rates of illiteracy, and extreme poverty, which compound the cultural deprivation of the majority”. These issues were exacerbated by colonialism and apartheid. The Revised White Paper emphasises the crucial role of arts, culture and heritage in societies and their value in driving development and social change. Art education should be a key tool for social transformation and tackling societal challenges in democratic South Africa. The aim of the study was to practically explore a range of pedagogical approaches (teaching methods and practices) to build capacity and confidence in student teachers who will be delivering the Intermediate Phase Visual Arts curriculum in the South African context. The study's theoretical framework centres around decoloniality and decolonisation in and through art education. The objectives of the study were to design and deliver the Visual Arts teacher training course throughout 2021–2023 at Cape Peninsula University of Technology (CPUT), critically reflect on personal experiences of teaching and learning in Visual Arts in the South African context, critically reflect on experiences of teaching and learning with student teachers enrolled in the BEd Intermediate Phase studies programme at CPUT and, lastly, to contribute insight into relevant pedagogical approaches to teacher training, specifically in Visual Arts for the Intermediate Phase in the South African context. Within the broad context of interpretive, qualitative research, an action research design in the context of a case study was used. This allowed for in-depth insight into the teaching and learning experiences of Bachelor in Education students enrolled for the Visual Arts course at CPUT from multiple perspectives in a real-life context. Data was collected through individual interviews, group discussions, observation and reflections written by the students and analysed through inductive content analysis. An autoethnographic component was included as part of the research since this enabled the researcher to take an active, systematic view of personal experiences concerning student participants. It was revealed that the following aspects contributed to student teachers’ confidence and capacity: exposure to art, complexities in negotiating sociocultural diversity and process, and development and ownership. Other responses suggested hidden longings, feelings of shame and deprivation, finding self, own voice and a safe space, embracing imperfections and lastly, teamwork and community. The results of the research revealed that there is a need to create inclusive pedagogies in art education for South African classrooms. Capacity and confidence can be built in future teachers if Visual Arts teacher-training courses introduce a variety of techniques, especially techniques focusing on freedom and experimentation, to create safe environments for students who have not had prior exposure to art, if it includes regular visits and exposure to local, contemporary art, by using pedagogical approaches that are reflexive, include group work, are responsive to local contexts and encourage the use of indigenous languages and symbolism. AFRIKAANSE OPSOMMING: Geen opsomming beskikbaar nie. Doctoral 2025-05-22T09:04:59Z 2025-05-22T09:04:59Z 2025-03 Thesis https://scholar.sun.ac.za/handle/10019.1/132073 en_ZA Stellenbosch University 264 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Migration, Internal, in art Prints -- Themes, motives Prints -- Technique Print workshops Identity -- In art Memory in art Biyela, Siphesihle Reimagining and reigniting confidence in intermediate phase pre-service teachers through their approach to Visual Arts education |
| title | Reimagining and reigniting confidence in intermediate phase pre-service teachers through their approach to Visual Arts education |
| title_full | Reimagining and reigniting confidence in intermediate phase pre-service teachers through their approach to Visual Arts education |
| title_fullStr | Reimagining and reigniting confidence in intermediate phase pre-service teachers through their approach to Visual Arts education |
| title_full_unstemmed | Reimagining and reigniting confidence in intermediate phase pre-service teachers through their approach to Visual Arts education |
| title_short | Reimagining and reigniting confidence in intermediate phase pre-service teachers through their approach to Visual Arts education |
| title_sort | reimagining and reigniting confidence in intermediate phase pre service teachers through their approach to visual arts education |
| topic | Migration, Internal, in art Prints -- Themes, motives Prints -- Technique Print workshops Identity -- In art Memory in art |
| url | https://scholar.sun.ac.za/handle/10019.1/132073 |
| work_keys_str_mv | AT biyelasiphesihle reimaginingandreignitingconfidenceinintermediatephasepreserviceteachersthroughtheirapproachtovisualartseducation |