Looking back,thinking forward: From arts experiences to teaching preparedness

Preparedness to teach the Arts in ITE education

Historically, studies have identified a shortfall in teacher capacity to effectively deliver syllabus content or necessary Arts teaching practice in Australia (Hudson and Hudson, 2007), combined with limited specialist understanding or knowledge within the field (Alter et al., 2009). As the Arts are often not highly valued and supported as a learning area at a systemic level, Alter et al. (2009: 24) argue “this can perpetuate already low levels of esteem for the creative arts among teachers”. ITE students’ experiences are often shaped by their attitudes and confidence, which can influence their approach to teaching the Arts in primary classrooms. This may depend on their previous early childhood or primary music engagement. As tertiary Arts educators, like Eisner (1999: 17), we question if “expecting [generalist primary] teachers to teach what they do not know and often do not love”, is realistic given they may have had little or bad experiences in early childhood settings (Garvis 2012) or may have been taught by a non-specialist in primary schools (Aróstegui and Kyakuwa, 2021). Whilst many Australian primary teachers have a broad knowledge to teach the curriculum, specialist learning areas such as the Arts are commonly associated with secondary schooling (Sullivan et al., 2025). As part of our broader study (Merrick et al., 2025), it has emerged that a teacher’s level of preparedness to teach the Arts may not always translate into the requisite confidence within the classroom context. We found that although male and female teachers indicated a sense of confidence to teach discrete Art forms such as drama, music, and visual arts, self-reported levels of preparedness were not aligned with confidence. This suggests a shortfall exists in their preparation and training experience. It also raises the question as to whether transferral of skills and knowledge is present during the ITE process and implemented through practical application within teaching practice in the classroom (Merrick et al., 2025).

ITE Arts education in Australia

Arts education forms a core learning area in the Australian curriculum, that “fosters development of our imagination and enables us to reach our creative and intellectual potential” (Australian, Curriculum, Assessment and reporting Authority, n.d.a). Research undertaken at Australian universities has repeatedly shown that Arts education areas within ITE programs do not receive sufficient time allocation to develop student competency and confidence to include the Arts in primary classrooms (Alter et al., 2009; Barton et al., 2013; Carroll and Harris, 2023; Garvis and Lemon, 2013; Joseph et al., 2025; Temmerman, 2006a). A recent report of 180 teachers of primary teachers in South Australia identified that “the majority of respondents felt there was not enough time devoted to music in their ITE course to teach up to the year six curriculum. More content around integrating music and developing resources was requested by most respondents” (Felgate et al., 2024: 7).

Despite these findings illustrating the need for more time, the TEEP panel “identified the core content for ITE programs which covers what every teacher should learn in ITE to be prepared for the classroom and best support students” where the focus is on “the brain and learning”, “effective pedagogical practices” with an emphasis on literacy and numeracy, “classroom management” and “responsive teaching” (Scott et al., 2023: 9). Recent research in primary classrooms has shown for example how the Arts can be integrated when teaching STEM (Hughes et al., 2022; Murphy et al., 2019; Uştu et al., 2022) combined with multicultural settings, where integration of Arts education improves language acquisition skills, contributing to the development of children’s creativity and critical thinking (Goldberg, 2021). The inclusion of Arts education also provides an effective way for teachers to include and value students from diverse cultural and linguistic backgrounds (Buffington and Bryant, 2019; Cameron et al., 2024). The above accords with new accreditation directives therefore, equipping ITE primary students with the necessary preparation to teach the Arts is essential if they are to effectively integrate or teach them as disciplines in primary classrooms.

Confidence and competence to teach the Arts in ITE education

Confidence continues to be a major factor, influencing teachers’ willingness and competence to deliver Arts education in the primary classroom (Merrick et al., 2025; Power and Klopper, 2011). Self-efficacy, one’s belief in an individual’s ability to undertake a task (Bandura, 1986), is a key factor that can be influenced by prior experiences in a specific field of study, such as the Arts (Denee et al., 2024). Building on past experiences and research into confidence and competence to teach within the Arts (Russell-Bowie, 2011), it is an acknowledged fact that the interaction between one’s self-efficacy, classroom commitment as a practitioner, and success can influence an individual’s perceived degree of confidence and teaching capacity (Pritchard, 2017).

Tal defines competence as “abilities acquired through training, experience and reflection” with a “focus on what and how teachers must do to engage in the essential elements of teaching” (2019: 4). Underpinning the success of Arts teaching is the collective influence of one’s confidence, competence, and belief. These are all necessary components of the ITE preparation process and need to be delivered with rigor to ensure our primary teachers have the necessary capacity to deliver skills and knowledge in the classroom setting.

Research design

We invited three universities to participate in the study to represent generalist ITE students undertaking Arts education units/subjects in two metropolitan universities from the State of Victoria and the State of Tasmania. Academic Faculty Staff (Course Directors or Unit Chairs of Arts education units/subjects) using university email addresses distributed a flyer to relevant students that included a link to the Plain Language Statement (PLS). The PLS informed potential participants about the purpose of the project, their rights, and the research process, allowing them to provide informed consent before completing the anonymous survey. Participation was voluntary; the online survey via Qualtrics took approximately 20 minutes for respondents to complete.

By using a mixed methods approach, opportunities for both quantitative and qualitative data could be obtained that included demographic items such as age, gender, and program of study. In addition, rating scales, attitudinal items and open-ended questions were included (Creswell and Plano Clark, 2017). In the open-ended questions for example, we asked students what their prior Arts-education experiences were and which of these they were most prepared to teach and why.

Data analysis and coding

As with Phase One of the wider study, in Phase Two, we analysed student data using Qualtrics and SPSS to obtain descriptive statistics (Lau et al., 2015). We employed reflexive Thematic Analysis to analyse and code our qualitative data, focusing on the commonly used six phases of analysis of Braun and Clarke (2022). We each worked independently through reading and re-reading the responses to familiarise ourselves with the data, coding and generating initial themes. In relation to the two survey questions, we developed initial sub-themes and reviewed these, refining, defining, and naming them before writing up.

As the research team work across different geographic areas, discussions took place through email and telephone as well as Zoom. This method is commonly used in music education (Burke et al., 2023) where the discussion of explicit and underlying themes from participants are located alongside our interpretation of their responses.

Non-ITE prior experiences

From the 21 qualitative responses received, 38.1% wrote about Visual Arts, 28.6% about Music, 19.0% about Drama, 9.5% about Dance, and 4.8% about Media Arts. This sub-theme connects prior experiences of respondents to their preparedness to teach an Art form. Some included positive experiences with an Art form studied whilst in either primary of secondary school (including up to final year certificate level), including prior experiences such as a ‘background’ in a particular Art form; having completed tertiary study in an Art form; having some career experience in an Art form; and engagement in an Art form within the family. Each of these is explored in more detail now.

The impact of school-based learning experiences on preparedness to teach was overwhelmingly focused on Visual Arts, with just one referring to Music. Respondent 51 stressed the significance of their engagement with a variety of Visual Art processes and materials, and their resultant ‘deep love’ of Visual Arts that they relate to their preparedness to teach it. This response encapsulates this depth of connection.

In my own schooling, we learned through visual arts more than any other medium, so that has also made me more confident in this area. I have been artistically inclined for most of my adult life, which I think stemmed from a broad exposure to various arts mediums throughout school. I can remember making pottery, painting, sculpture, woodwork, jewellery making, sewing, and leather work, to name a few. This instilled a deep love of creating with my hands; therefore, I feel more prepared to teach using visual arts.

Respondent 11 related their preparedness to the ongoing or sequential nature of their learning in Visual Arts, who writes that they ‘Feel like I had more experience for this class, as during Primary and Secondary School it was a regular class that occurred weekly, other arts areas we would only do once or twice a year’. Respondent 2 not only related their preparedness to their primary school experiences but also to their sense of being ‘naturally good’ at Visual Arts, writing ‘I feel most prepared to teach this subject because I was naturally good at it as a primary student and had the most exposure to it while I was in school’. The only response that referenced any other Art form was about Music with Respondent 54 highlighting completion of certificate-level music education, and the desire to continue to learn in this Art form, writing, ‘I completed VCE music and feel confident with theory when it comes to music. I also plan on doing a post-graduate degree at Berklee College of Music’.

Five responses were coded as broadly stated general background, three Drama, one Dance, and one Music. These respondents were not specific about what their prior experiences were. For example, Respondent 34 wrote, ‘I have also had lots of experience with drama outside of university’. There were four references to completion of tertiary study in an Art form as impacting respondents’ preparedness to teach an Art form. Two of these were about Music, and one each about Media Arts and Dance. Respondent 8 wrote about their professional life as a musician and tutor following completion of tertiary studies, saying, ‘I have an undergrad in music performance and have worked as a professional musician and tutor for many years’. Similarly, Respondent 24 related their studies to work as a tutor, writing ‘I undertook undergraduate studies in this subject area and have taught it outside of school settings for over 10 years’. Respondent 18 wrote about their undergraduate Dance studies, stating, ‘I studied an undergraduate degree in dance, which provided me with a lot of in-depth knowledge and embodied experience prior to commencing my master’s in teaching’. And finally, Respondent 13 wrote about their passion for Media Arts, stating ‘Media Arts are my passionate subject. My undergraduate was in media studies and photography, which both cross over’.

Five respondents also spoke about having artistic careers that have impacted their preparedness to teach, such as Respondent 10, because I am an artist, potter and graphic designer, so can bring my pre-existing knowledge and skills to this field’. Finally, Respondent 4 referred to their mother, who was a Visual Arts teacher and the impact of observation on her preparedness to teach Visual Arts ‘I really enjoy visual arts, and when I am home, I go into work with mum and sit in/watch/assist with her primary visual art classes which has helped me to gain more insight and understanding’,

ITE learning experiences

There were 21 qualitative responses describing why they felt most prepared to teach a particular Art form that referred to positive ITE experiences. 56% wrote about Drama, 12% about Visual Arts, 12% about Music, 16% about Media Arts, and 4% about Dance. Respondents made no references to positive Media Arts ITE experiences. These included ITE experiences that were ‘engaging’; finding a strong perceived relationship between a particular Art form and existing pedagogic beliefs (Drama only); the ITE experience and agency or choice; and one about positive placement-based experiences in an Art form.

Eight responses regarding ‘engaging’ ITE experiences were coded to this sub-theme, five about Drama, two about Music and one about Dance. Three of the four Drama references to positive experiences focused on the engagement provided by the tutor, such as Respondent 48. This response was extremely fulsome and referred to tutor actions such as teacher modelling, relationship building, and diminution of teacher power:

My drama teacher in my first year of Uni was incredible at engaging us, as students, in both play-based activities and experiences, but also how we can teach drama and the different strategies to do this. Her relationship with us, as students, was a great balance, as she did not have “power” over the class, more like we were all colleagues and we have a very relaxed, informal and approachable relationship with her, as a class, but also as an individual learner, which was extremely comforting.

Respondent 44 commented on the impact of the tutor’s attitude on their response to Drama, writing ‘The tutor that I had was also incredible, as she was so passionate about teaching drama that it inspired all of us to feel the same’. Respondent 41 reflected on the impact of an active pedagogy on their learning writing that for Music ‘this was the most hands-on class. I got to participate in a lot of different activities that helped me developing my teaching skills for this Art’, and Respondent 16 related their Music learning experiences to Science, Technology, Engineering, Arts, and Mathematics (STEAM) writing, ‘It is my favourite subject, and I would like to specialise in Music education and STEAM incorporating the arts’.

Participants found that Drama offered pedagogic flexibility to other curriculum areas. Respondent 50 wrote, ‘I feel that drama is an activity that can engage everyone. There are a lot of options to engage in drama in the classroom, and they can be completed in quick sessions of time, without the added time needed for material set up and pack down’. The value of Drama pedagogy Respondent 7 found ‘helps to encourage students’ creative side and imagination. You can use drama in many subjects like role play when reading a story. I think through my Uni classes our drama class showed us how to include drama in many areas not just in a specific drama class’. Respondent 39 also highlighted the value of these practical applications of Drama writing ‘I feel like I went away with the most lesson ideas that I could take away and implement into the classroom. They also taught me how I could implement it within other learning areas as well’. Respondent 5 notes the multi-arts nature of Drama as an advantage stating, ‘In drama you can be who you want or anything you want, you can be a different persona and incorporate music and dance’.

Three Visual Arts and two Drama students highlighted the value of having choice or agency in their ITE study and being able to select an Art form as an elective. Respondent 56 said, ‘In my 3rd year I completed ‘Primary Arts Education: Focussed Study’… on Visual/Media Arts, so I had a whole extra unit on Visual Arts compared to the other subject areas’.

Natural aptitude and passion

Eight respondents explained why they felt most prepared to teach a particular Art form, referencing a sense of natural aptitude or passion for a selected Art form. 62.5% were about Visual Arts, 25% were about Drama, and 12.5% were about Media Arts. There were no references to a natural disposition towards Music or Dance received. Extracts that used language such as ‘natural’ or ‘naturally’, ‘passion’ or ‘passionate’, ‘good’ or ‘naturally good’, or ‘excelled in’ were coded to this theme. Five referred to Visual Arts, two to Drama and one to Media Arts, there were no references at all in the data to a natural disposition to or passion about Music or Dance. Respondent 3 provided a very comprehensive statement that was illuminating because of how it referred to the other Art forms:

The nature of visual arts is more familiar to me, particularly as I engage in textile arts at home. Dance, drama and music are more physical and are less familiar to me from my own schooling and university studies. Media art is somewhat familiar to me however I have limited experience with iPads and the resources available on them.

Respondent 55, reflecting on their selection of Drama as most prepared to teach, was likewise multiple coded, once to ITE engagement and once here, writing ‘It comes the most naturally to me. Easy to think of many activities and lessons that my students could participate in - many ideas provided in our seminars’. Like Respondent 3, Respondent 43 related their selection of Visual Arts in reaction to what it is not, writing ‘I [sic] am not musical and do not enjoy dancing’.

Question Two: Which one of your university Arts-education learning areas (Dance, Drama, Media Arts, Music, Visual Arts) do you feel least prepared to teach?

From the five arts areas, 31.4% selected Media Arts, 31.4% Dance, 23.5% Music, 7.8% Visual Arts, and 5.9% Drama. The open-ended responses revealed why participants were most prepared to teach a particular Art form, resulting in the development of four sub-themes for Question Two presented below.

Lack of exposure in ITE training

From the 16 qualitative responses connected to exposure in ITE training there were 44% Media Arts, 19% Visual Arts, 19% Music, 12% Dance, and 6% Drama. There were 10 qualitative responses where participants explained why they felt least prepared to teach a particular Art form (30% referred to Media Arts, 30% to Music, 20% to Visual Arts, 10% to Dance, 10% to Drama). Respondent 39 referred to Media Arts as being valued less than Visual Arts, writing that ‘This was hardly touched on within the unit as we spent most of our time on visual arts. It was only briefly mentioned how it could be used’, with Respondent 20 reflecting similarly that ‘Media Arts was discussed for less than 1 hour across the whole unit. It was like it was something that wasn’t as important as the other areas but still had to be included’. Insufficient training in Music also featured in this analysis with Respondent 3 writing that ‘I have very little knowledge of music concepts, curriculum areas and engaging activities’, again viewing Music as a lack of a skill.

Respondent 9 referred to the minimal time allocation provided for Music stating, ‘I haven’t done music since my first year, and it was only 3 weeks of it, so I feel like I don’t know anything about it’. Respondent 57 highlighted the lack of exposure and consequent lack of belief in their ability to teach, writing, ‘I need more practice in this area to gain confidence in my own abilities. I would need to research this subject the most to deliver a lesson’. Respondent 55 reported being least prepared in Visual Arts writing that ‘It was our first rotation and…I don’t even remember much else about it’, while Respondent 19 stated simply that ‘Not provided enough information in this’. In reference to Dance Respondent 56 shared that ‘I have been the least exposed to Dance during university and primary and high school’ and in reference to Drama Respondent 60 acknowledged the need for future Professional Development to address this gap stating, ‘I don’t have confidence in this area and would need to do more PD’.

Six respondents highlighted the complete absence of an Art form within their ITE programs. 67% referred to Media Arts, 16.5% to Visual Arts, and 16.5% to Dance. Again, Media Arts featured prominently with Respondent 4 summing up similar responses when writing ‘I honestly don’t think I have done any media arts in the whole of this course’. When writing about the lack of preparedness to teach dance, Respondent 51 wrote ‘due to lack of exposure in how to teach dance, and ways to implement dance into learning, I can see how I could teach this in a kinder/prep class but would feel very unsure how to integrate dance into learning in any grades above this’. Respondent 17 noted that in Visual Arts they ‘have not looked at this subject area at all’.

Generalised lack of experience and knowledge

From 19 qualitative respondents, students reported a lack of experience and knowledge in some of the Arts education areas (42.1% Media Arts, 26.3% Music, 21.0% Dance, 5.3% Visual Arts, and 5.3% Drama). Responses attributed this to having ‘no experience’, ‘no training’ or ‘no knowledge’. Responses were damning about their lack of exposure to Media Arts. Respondent 45 said ‘Don’t really know what it is’, while Respondent 34 ‘What even is media arts? Creating animations?’ and Respondent 12 remarked ‘I don’t know anything about it really I don’t think I know where to start’. The responses about Music highlighted the lack of a training on a specific skill or knowledge area. Respondent 14 said ‘Can’t play an instrument’, and Respondent 50 commented ‘I don’t feel that I know enough about music theory to be able to teach adequately in this space. I can sing a song, but I cannot explain the notes or identify the sounds of instruments in music’. Responses around Dance shed little light on their preparedness to teach it, with Respondent 49 remarking ‘I have no experience in this area’, and Respondent 24 acknowledging a lack of the skill, saying, ‘I can’t dance’. In explaining feeling least prepared to teach Visual Arts, Respondent 17 felt that there was a lack of exposure and ‘have not looked at this subject area at all whereas a Drama Respondent 42 felt ‘I did not have the opportunity to engage with this subject area’. These perceptions illustrate a lack of exposure during ITE training across different Arts education areas that may be linked to resourcing in ITE programs.

Not naturally disposed to the Art form

From 11 qualitative responses, 64% referred to Dance, 27% referred to Music, and 9% referred to Drama. Extracts that used language such as ‘do not enjoy’, ‘I can’t’ or ‘don’t feel naturally disposed to teaching an Arts education area. Dance featured prominently in these data and identify the skill of dance/ing as being absent, or a lack of enjoyment of the Art form. Respondent 2 goes further reflecting a lack of school-based exposure and a lack of natural ability, writing ‘I hardly had any experience to Dance while in school and don’t feel naturally the best dancer so I wouldn’t be able to teach it well, Respondent 46 states this simply as ‘I can’t dance at all’, and Respondent 47 referred to ‘less care factor’. Respondent 10 when explaining least preparedness to teach Music highlighted a perception of Music as inherently complex, noting the qualities of the tutor, but that this didn’t solve the issue of complexity, writing ‘Despite how passionate my teacher was - (she really was fantastic) - Music is so huge and complex. It is impossible to cover this in 2 units that also focussed on all the other Arts disciplines’. Respondent 41 wrote that they were ‘Personally not interested in this Art as much so I wouldn’t be passionate about teaching it’ in reference to Drama.

Lack of school-based experience

From the findings three qualitative responses to the question asking respondents to explain why they felt least prepared to teach a particular Art form that were coded to this sub-theme. 66.7% referred to Dance and 33.3% referred to Music. Extracts that referred to deficit school-based learning experiences were coded to this theme. Respondent 56 combined prior and current experiences of Dance along with their disposition towards it when writing about Dance saying ‘I have been the least exposed to Dance during university and primary and high school. I personally also do not enjoy dancing’, and Respondent 3, noted that their school-based offering of Music that they experienced was limited reporting ‘My primary school music experiences were to sing in chorus with the year level. High school music was one term for 2 years and therefore I no longer remember the learning’.

Most prepared to teach in Arts education

Existing literature acknowledges the lack of allocated time to prepare ITE students in the Arts (Alter et al., 2009; Barton et al., 2013; Carroll & Harris, 2023; Garvis and Lemon, 2013; Temmerman, 2006b). Whilst Arts education is delivered within the ITE programs our respondents felt most prepared to teach Visual Arts (36.8%) and Drama (35.1%). Other Arts areas (Music and Dance) were not emphasised; this may be attributed to students knowledge, confidence and the necessary skills required, which is known to influence classroom application (Power and Klopper, 2011; Pritchard, 2017). Those students who identified Visual Arts and Drama as being subjects they engaged with, attributed this to their positive participation in school-based experiences. This may be attributed to their competency, where students may have received adequate experience and training in their specific Arts area (Tal, 2019). This then highlights the necessity to ensure alignment between ITE and teacher proficiencies (AITSL, n.d; OECD, 2025).

From the Arts education areas, Drama was the only ITE experience coded to ‘pedagogical beliefs’ highlighting ways in which to teach within and across other curriculum areas. This may be attributed to the links to improved literacy skills (Wahya et al., 2023), NAPLAN results (Dutton and Rushton, 2018), and play-based learning through Drama (Miller et al., 2022). The question tertiary educators need to ask is what can other Art forms learn from teaching and learning about Drama to improve pedagogy and ITE student experience? Conversely, there is a need to examine the differences that exist between the expected skill and knowledge across Art forms and understand these in more detail.

While Drama appears to build confidence in the performing Arts, many respondents also felt positive about including Music and Dance. They referred to tertiary study and career-related experiences that they would draw on, illustrating the importance of and resources within ITE programs to sufficiently equip students with the capacity, confidence and competence to integrate the Arts with STEM (Hughes et al., 2022; Uştu et al., 2022). Many respondents felt they did not have the natural ability to dance, play an instrument or sing, indicating they are less confident and competent to teach in these areas. The Arts are well placed to support core curriculum subjects that may improve results in external standardised assessments (Murphy et al., 2019), as well as meeting cross-curriculum priority areas (Australian Curriculum, Assessment and Reporting Authority, n.d.b). In Australia, Arts education provides students with a space to feel culturally accepted and safe (Buffington and Bryant, 2019; Cameron et al., 2024).

Least prepared to teach in Arts Education

The findings identified Media Arts 25%, Music 18%, and Dance 15% were areas that students felt least prepared to teach in the primary classroom. This may be attributed to their experiences and exposure to Arts education within secondary school study (Sullivan et al., 2025). Given the reported absence of Media Arts in ITE training by respondents, it is possible that Visual Arts and Media Arts were integrated due to time limitations that often arise in the delivery of ITE programs. The ongoing governance and compliance regulations for ITE programs and teacher accreditation directly impacts learning areas. Subsequently, Course Directors are faced with difficult decision to reduce Arts education within ITE programs. This further exacerbates graduates being least prepared to teach the Arts.

Many respondents felt they lacked sufficient skills in Music within their ITE programs indicating a lack of confidence to teach or integrate music in the primary classroom (Power and Klopper, 2011; Russell-Bowie, 2011). The lack of time within programs conflicts with the myriad benefits that music education can offer places Australian primary schools at a crossroad. Presently “18% of primary schools have a dedicated music teacher” which further highlights the gap in ITE programs and students preparedness (Kradolfer, 2024, section 3, lines 1–2). Respondents felt the least prepared to teach Dance. Similar to music many may feel ‘exposed’ to the performance expectation of the subject whereby they lack the necessary competence to include Music, Dance and Media Arts.

Final thoughts

As tertiary Arts educators our data reinforces how many ITE graduates are often underprepared to deliver Arts education in their classrooms. Whilst the TEEP report emphasises the need for clear modelling and scaffolding this is not sufficiently addressed at present within ITE programs. We contend that offering quality ITE Arts education programs is critical to sustain the Arts within all areas of education (Gattenhof and Saunders, 2025).

The emotional, social, and cognitive benefits offered by the Arts, all of which contribute to well-being (Blatt-Gross, 2010; Holochwost et al., 2021; Lui, 2023; McDonald et al., 2017), are critical to the holistic development of the learner. In arguing that inclusion of the Arts within ITE programs is essential, we also recognise time constraints and marginalisation of the Arts as they continue to compete against ‘other learning areas’ particularly those core subjects upon which schools are measured (Chapman et al., 2018).

Despite the small sample size (n = 60), this study provides valuable insights into the lived experiences of ITE students in Australia. There would also be merit in identifying ITE students’ prior Arts experiences as they enter ITE courses to build on existing strengths in the Arts and areas of need, to bolster confidence and competence. This would support the provision of differentiated, purposeful instruction to cater for their varied levels of experience and learning pathways. Further, we recommend that those students who identify as having high levels of prior experience in an Art form could engage in professional placements with an expert mentor as an option. A recommendation would be to have these students with prior Arts experience to work alongside ITE educators, providing input for courses to co-develop unit/subject curricula. A natural extension would be to mentor peers. In a world where we constantly co-teach and undertake self-reflection, there appears to be the opportunity to facilitate more focused, and relevant experiences amongst ITE students and practitioners within the academic context.

Future research could investigate the ways in which age and gender may impact the preparedness of primary ITE students. In addition, ITE Arts education programs could both retain the uniqueness of individual Art forms but also learn valuable lessons in pedagogy and curriculum from related Arts areas to inform in the preparation of ITE students skills, knowledge, and understanding.

‘Looking back, thinking forward’ requires more than increased time within ITE programs. Rather, students’ prior Arts education learning experiences should be recognised and valued in developing confident, capable teachers to effectively deliver and integrate the Arts. This imperative may help prepare ITE students to deliver effective Arts education in schools.