This phenomenon might show that every teacher has some underlying beliefs, which could be made clear by narration. Lack of "traditional" art making experience, Helen thought the "Visual Learning" in art education could help students "unwrap packaging" and get to understand the hidden truth. On the other hand, other three teachers who love drawing from their very young age, focused more on different media of art making. To some extent, reflecting an "art for art sake" attitude, which shows quite a distance from the orientation of recent curriculum changes. / This study is an exploratory narrative research, focusing on the beliefs and their formation process of those teachers who regard themselves as art teachers. Hong Kong society seems ignore the importance of art education. Most teachers teach in primary school can have a share on having a few Art & Craft lessons, including those who even don't understand what is art. In this context, there are still some teachers who regard themselves as art teachers. Why? What beliefs do they hold towards art or art education? How are these belief constructed? Are these teachers conscious of their own beliefs? Are these beliefs related to their teaching experience and seniority? / Through "synthesis text" interview, teachers are provided with the opportunity to reflect their beliefs and discover the unaware "existential presumptions". It was a good chance for them to clarify their blurred perspectives, even to make change of them. / Through four interviewees' sharing of their "life stories" towards art or art education as well as "how" and "why" they transmitted such teaching activities, the researcher found that regardless their teaching seniority, they all showed that art teachers should possess drawing ability. Interactive interviews and self-evaluation of their own "synthesis text" were delivered. The researcher found that during their late phase of teaching life, Wangyi and Zhongliang were aware that they haven't thought seriously about the relationship between art and art education. Hyde, during her early phase of teaching life, thinks that the one who love drawing can be an art teacher. Helen, in her middle phase of teaching life, did not seem to be very clear of what she believed towards art education. Only through several interviews could let her rethink and reconstruct some clues of belief. / 第1冊. 一項敘述性研究 A narrative study -- 第2冊. 四個「全貌的」故事 Four life stories. / Di 1 ce. Yi xiang xu shu xing yan jiu A narrative study -- di 2 ce. Si ge "quan mao de" gu shi Four life stories. / 黃素蘭. / 呈交日期: 2005年12月. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 249-266, v.1). / Cheng jiao ri qi: 2005 nian 12 yue. / Adviser: Chi Chung Lam. / Source: Dissertation Abstracts International, Volume: 67-11, Section: A, page: 4070. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 249-266, v.1). / Huang Sulan.

No abstract available. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

published_or_final_version / Education / Master / Master of Education