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This paper examines how an Australian university responded by introducing an “Arts Specialism” for pre-service primary teachers, analyzing contexts of influence, curriculum text production, and policy implementation using education policy sociology theory and critical discourse analysis. Findings identify negotiations among stakeholders and outline challenges and opportunities, concluding with recommendations for future development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-impossibility-of-primary-arts-teacher-education/598482/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-impossibility-of-primary-arts-teacher-education/598482.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper identify in primary arts teacher education?","Question",{"text":112,"@type":113},"It highlights a gap between arts education policy intentions and limited research evidence about implementation, especially the challenge of insufficient arts curriculum time that leaves pre-service teachers unprepared.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study investigate the university’s response?",{"text":117,"@type":113},"It uses education policy sociology theory to examine contexts of influence, curriculum text production, and policy implementation, with critical discourse analysis to identify stakeholder negotiations.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the “Arts Specialism” approach in teacher education?",{"text":121,"@type":113},"The paper focuses on how an Australian university developed an “Arts Specialism” within a teacher education programme to strengthen arts education competencies for pre-service primary teachers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598482,1792119744,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Received: 30 September 2024, Accepted: 19 May 2025  \nDOI: [https://doi.org/10.26529/cepsj.2000](https://doi.org/10.26529/cepsj.2000)  \nThe (Im)possibility of Primary Arts Teacher Education  \nJeff Meiners*1 and Kerrin Rowlands2  \n• UNESCO strategies, including the 2006 Road Map for Arts Education, the 2010 Seoul Agenda for Arts Education and the 2024 Framework for Culture and Arts Education, highlight a persistent concern regarding the insufficient emphasis on arts education competencies among preservice teachers and the challenge of allocating adequate curriculum time in education programmes. In Australia, recent government policies have included the arts as a school curriculum learning area with five subjects: Dance, Drama, Media Arts, Music and Visual Arts. This curriculum aims to ensure that all young Australians experience a comprehensive arts education by providing a framework for teachers to implement sequential learning across the primary school years. Despite these efforts, Australian research tracking the implementation of the arts curriculum within schools and teacher education programmes remains limited, revealing a problematic gap. The present paper examineshow an Australian university has attempted to address this gap by providing pre-service teachers with an “Arts Specialism” within a teacher education programme. Using education policy sociology theory, the study explores the contexts of influence, curriculum text production and policy implementation. Critical discourse analysis is used to identify negotiations between influential Australian stakeholders, including university programme leaders who have supported the concept of an arts curriculum specialism. The study addresses themes of arts education content and pedagogy, revealing challenges and opportunities in implementing this specialism and concluding with recommendations for future developments.  \nKeywords: arts education, arts specialism, curriculum, policy, primary generalist teacher  \n1 *Corresponding Author. University of South Australia, Adelaide, Australia; [jeff.meiners@unisa.edu.au](jeff.meiners@unisa.edu.au).  \n2 University of South Australia, Adelaide, Australia.  \n(Ne)možnost izobraževanja učiteljev umetnostne vzgojena razredni stopnji  \nJeff Meiners in Kerrin Rowlands  \n• Unescove strategije, vključno z Načrtom za umetnostno vzgojo iz leta 2006, s Seulsko agendo – Cilji za razvoj umetnostne vzgoje iz leta 2010 ter z Okvirom za kulturno-umetnostno vzgojo iz leta 2024, poudarjajo trajno zaskrbljenost glede nezadostnega poudarka na kompetencah spodročja umetnostne vzgoje pri bodočih učiteljih in izziv zagotavljanja ustreznega obsega umetnostne vzgoje v učnih načrtih izobraževalnih programov. V Avstraliji so nedavne vladne politike vključile umetnost kot samostojno področje v šolskem učnem načrtu, ki obsega pet predmetov: ples, gledališče, medijske umetnosti, glasbo in likovno umetnost. Cilj tega kurikuluma je zagotoviti, da bodo vsi mladi Avstralci deležnicelostne umetnostne vzgoje, in sicer prek ogrodja, ki učiteljem omogočapostopno in povezano učenje umetnosti skozi celotno obdobje osnovne šole. Kljub tem prizadevanjem je na voljo malo raziskav, ki bi spremljaleuresničevanje umetnostnega kurikuluma v šolah in programih izobraževanja učiteljev, kar razkriva problematično vrzel. Prispevek obravnava, kako je ena izmed avstralskih univerz skušala to vrzel nasloviti zuvedbo t. i. »specializacije za umetnosti« (Arts Specialism) v okviru programa izobraževanja učiteljev. Z uporabo sociološke teorije edukacijskihpolitik raziskava preučuje vplivne kontekste, oblikovanje učnih načrtov in uresničevanje politik. Kritična diskurzivna analiza se uporablja zaprepoznavanje pogajanj med ključnimi deležniki v Avstraliji, vključno z vodji univerzitetnih programov, ki podpirajo koncept specializacije zaumetnostni kurikulum. Študija obravnava teme, povezane z vsebino in didaktiko umetnostne vzgoje, razkriva izzive in priložnosti pri uvajanjute specializacije ter zak","cbCainRRsFSW3e49","https://ap.wps.com/l/cbCainRRsFSW3e49","pdf",195053,22,"English","# Introduction\n## The context for primary arts teacher education\n# Method","[{\"question\":\"What problem does the paper identify in primary arts teacher education?\",\"answer\":\"It highlights a gap between arts education policy intentions and limited research evidence about implementation, especially the challenge of insufficient arts curriculum time that leaves pre-service teachers unprepared.\"},{\"question\":\"How does the study investigate the university’s response?\",\"answer\":\"It uses education policy sociology theory to examine contexts of influence, curriculum text production, and policy implementation, with critical discourse analysis to identify stakeholder negotiations.\"},{\"question\":\"What is the “Arts Specialism” approach in teacher education?\",\"answer\":\"The paper focuses on how an Australian university developed an “Arts Specialism” within a teacher education programme to strengthen arts education competencies for pre-service primary teachers.\"}]","The (Im)possibility of Primary Arts Teacher Education | PDF",1792087014,55]