Arts and Cultural Education in Iceland : Professor Anne Bamford

Figure 3.8.3 Do parents have the option to evaluate the school (Dance)
Similarly, parents in Music school were involved in the evaluation process, as can be seen in
Figure 3.8.4.
Figure 3.8.4 Do parents and students have the option to evaluate the music school?
3.9 Ongoing professional development
‣ Beyond the specialised teachers, teacher confidence and expertise to teach arts
and creative education is low, particularly in the compulsory school
‣ Professional development opportunities can be expensive and short-term
‣ Postgraduate education is not generally accessible to teachers that are in full-time
employment, except through ‘sabbatical’ provisions
‣ Online education has provided professional development for more isolated
teachers (especially preschool teachers) but is not considered to be a successful
model for arts education
‣ There are untrained teachers working in arts education
‣ More connections are needed between the various providers of professional
development
‣ While the professional development of teachers is vital, the professional
development of artists is also a key issue
‣ Teacher education and research expertise in arts education needs to be developed
‣ Professional development in the value of arts and cultural education is needed for
school principals
It was widely reported that there is a pattern of falling levels of confidence to teach the arts
in Iceland and a lack of skill, experience and expertise. There appears to be reductions in teacher
education in the arts and it is possible for a teacher to qualify without any training in arts and
creative education. Similarly, specialist arts and music teachers may have expertise in their
discipline field but very little if any education training or induction into how children learn and
develop in the arts. In more isolated and difficult to staff areas there is a real shortage of
qualified teachers especially in music and woodcraft. Internationally trained teachers fill many of
the gaps. These international teachers tend to be of a high standard and appear to adapt
effectively to the Icelandic system.
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