- Nov 26, 2025
- Posted by:
- Category: Abstract of 10th-ictle
Abstract Book of the 10th International Conference on Teaching, Learning and Education
Year: 2025
[PDF]
A Case Study of Elementary Teachers’ Perceptions of Andragogy-informed Arts Integration Professional Development and Application in Classroom Instruction
Bethany Hager, Dr. Margaret-Mary Sulentic Dowell, Dr. Petra A. Robinson
ABSTRACT:
This qualitative case study examines elementary school teachers’ perceptions of the Louisiana A+ Schools (LAA+) 2024 Summer Institute and the application of its andragogy-informed training in classroom instruction during the subsequent academic year. Semi-structured interviews provided rich descriptive data on teachers’ experiences implementing and adapting arts-integrated strategies in their classrooms. Thematic coding revealed key insights into how teachers translated professional development into practice, including shifts in instructional approaches, increased student engagement, and enhanced creativity in lesson design. Findings highlight the perceived effectiveness of the Summer Institute in equipping teachers with practical, student-centered strategies that foster critical thinking and inclusivity. Teachers reported feeling empowered to reach diverse learners and described sustained professional growth in creativity and reflective practice. Challenges included balancing mandated curricula with innovative arts integration, but overall, participants viewed the training as transformative for both teaching and learning. This study contributes to the growing discourse on teacher professional development by emphasizing the value of andragogy-informed training and arts integration as catalysts for instructional innovation. Implications include the need for sustained professional learning communities, ongoing coaching, and institutional support to maintain momentum and scale implementation.
Keywords: Student Engagement, Arts Learning, Teacher Training, Elementary Instruction, Louisiana a+ Schools