The Mask of Leadership: Reflection on Art-Based Learning for Preservice Teachers

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The Mask of Leadership: Reflection on Art-Based Learning for Preservice Teachers

ABSTRACT

Introduction/Main Objectives: Leadership and educators face numerous personal and professional challenges. The challenge for prospective teachers is to prepare themselves to be leaders in the classroom, but they still do not understand the true meaning of reflecting leadership. Background Problems: How do teacher candidates reflect on leadership? Novelty: This study seeks to find new ways to increase their understanding of their leadership. This hands-on learning approach is based on an online masking workshop that examines leadership styles and behaviors, reflection, and hidden agendas. Nineteen prospective elementary school teachers from Indonesia participated in the study. Research Methods: This study argues that this is a research descriptive qualitative study in which the researcher uses a mask maker to capture the expressions of prospective elementary school teachers. Finding/Results: The results of the workshops are fun and exciting. These activities encourage creative and lateral thinking, foster self-awareness, and can provide access to information beyond the goal through the expressive metaphor of the mask. Visual, emotional, and aesthetic development, when combined with non-directive professional dialogue, can result in more effective, authentic, and thus ethical and dynamic leadership. Conclusion: Participants indicated that exploring experiences through art-based methods is a rewarding process, as is creating work, taking a logical approach to reflective practice, and engaging in fruitful self-exploration.

One. Introduction

Application and classroom content comprehension are frequently correlated with teacher leadership. Sokol et al. conclude that teacher leadership must foster productivity, creativity, and learning environments. Leaders focused on achieving results express their expectations to pupils. In addition, teachers must be creative and have high expectations. Art-based learning is one method of fostering creativity.

Concurrently, masks are gaining popularity due to the Covid-nineteen outbreak; they are now known as masks. A medical mask helps prevent, control, and slow the spread of respiratory tract infections, especially those caused by Covid-nineteen virus. Family-level transmission is possible till the incubation stage. Consequently, masks are required both outside and within the house.

Masks are frequently associated with art, mainly created and decorated. Art can serve as a reminder and a soothing reminder of our interconnectedness as the pandemic forces us to endure unprecedented periods of long-distance social contact. According to Potash et al., state that art can contribute to psychosocial public health by disseminating information, encouraging expression and inspiration, combating stigma, modulating media input, securing family relationships, monitoring secondary traumatic stress, developing resilience, nurturing relationships, and bolstering hope. Additionally, the initial skill of potential instructors must be taken into account; one hundred twenty-four out of two hundred forty-eight prospective teachers have the artistic talent to make art.

Thus motivated, the art of mask-making attempts to enhance leadership. So inspired that the art of mask-making aims to enhance leadership. The difference from workshops from previous studies using offline, this workshop involved participants online. Art is believed to have the capacity to interact with individuals and families that have experienced traumatic or difficult life circumstances. To address these challenges, leaders must be versatile, self-reflective, and constantly on the lookout for new methods to enhance their leadership understanding.

Yet among schoolchildren and young adults there is a gap in the literature and understanding about leadership experience. Young people experience their first formal organization and leadership models in schools and develop from this critical period. Second, it is our duty to prepare them well for the new challenges that may arise in the globalized and digitized world of the future.

Peña and Grand artistic activities, under the right conditions, offer a safe space for treatment and reflection, which is not possible in the workplace. Creating masks prompts reflective questions, such as what role teacher candidates perceive and how to respond?

Two. Literature Review

Two point two Art-Based Teacher Leadership

Three. Method, Data, and Analysis

Four. Result and Discussion

Four point two. Create a mask

Four point three. Presentation of a Mask

Four point four Reflection

Contradiction

Question

Emotion

Five. Conclusion

Six. Suggestion

Overview

The document explores the integration of art-based learning into leadership education for preservice teachers, illustrating how mask-making workshops can foster self-reflection and understanding of leadership roles. The findings highlight the importance of creativity in education and the potential for hands-on learning experiences to resonate deeply with students.

Key Points

1Art-based learning enhances understanding of leadership for preservice teachers
2Mask-making workshops encourage self-reflection and creative thinking
3Participants reported positive experiences and increased awareness of leadership styles
4The study emphasizes the need for innovative educational approaches in teacher training
5Creative activities can help bridge the gap in leadership understanding among young educators

Details

Authors: Zuhkhriyan Zakaria, Arief Ardiansyah, Wathanan Srinin, Citra Kurniawan, Robby Hidajat
Category: Education

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