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Tytuł pozycji:

Transforming Pedagogies: Encouraging Pre-Service Teachers to Engage the Power of the Arts in Their Approach to Teaching and Learning

Tytuł:
Transforming Pedagogies: Encouraging Pre-Service Teachers to Engage the Power of the Arts in Their Approach to Teaching and Learning
Autorzy:
McLaren, Mary-Rose
Arnold, Julie
Temat:
Preservice Teachers
Case Studies
Transformative Learning
Art Education
Undergraduate Students
Units of Study
Art Activities
Theater Arts
Student Journals
Self Concept
Resistance (Psychology)
Reflection
Teacher Educators
Teacher Response
Student Experience
Poetry
Preservice Teacher Education
Foreign Countries
Język:
English
Źródło:
Australian Journal of Teacher Education. May 2016 41(5):21-35.
Dostępność:
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Recenzowane naukowo:
Y
Page Count:
16
Data publikacji:
2016
Typ dokumentu:
Journal Articles
Reports - Research
Education Level:
Higher Education
Postsecondary Education
ISSN:
0313-5373
Abstractor:
As Provided
Liczba referencji:
61
Data wpisu:
2016
Numer akcesji:
EJ1102039
Czasopismo naukowe
This paper describes and analyses, through the use of case studies, two experiences of transformative learning in an undergraduate arts education unit. Pre-service teachers designed and engaged with arts-based curriculum activities, created their own artwork, participated in a modified production of The Tempest and kept a reflective journal. These activities constituted the data which was analysed using creative frameworks such as case writing, script writing, narrative analysis and found poetry as ways of developing richer understanding of pre-service teachers' self-perceptions and self-awareness as teachers and as potential artists. The stories explored here uncover two different ways of encountering the challenges of learning--resistance and struggle--and highlight the significance of the educator's response to individual student needs, and the value of reflective skills in shifting pre-service teachers' cultural, political and institutional understandings.

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