Arts Education Academics' Perceptions of eLearning & Teaching in Australian Early Childhood and Primary ITE Degrees

Autor/inn/en	Baker, William J.; Hunter, Mary Ann; Thomas, Sharon
Titel	Arts Education Academics' Perceptions of eLearning & Teaching in Australian Early Childhood and Primary ITE Degrees
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 11, S.31-43, Artikel 3 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Foreign Countries; Art Education; Electronic Learning; Preservice Teacher Education; College Faculty; Teacher Attitudes; Early Childhood Education; Primary Education; Interviews; Data Analysis; Professional Identity; Theory Practice Relationship; Epistemology; Coding; Learner Engagement; Learning Experience; Australia + Suchen Sie Ihr Suchwort? Ausland; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Lehramtsstudiengang; Lehrerausbildung; Fakultät; Lehrerverhalten; Early childhood; Frühkindliche Bildung; Frühpädagogik; Primarbereich; Interviewing; Interviewtechnik; Auswertung; Theorie-Praxis-Beziehung; Erkenntnistheorie; Codierung; Programmierung; Lernerfahrung; Australien
Abstract	This article presents the findings of an investigation of eLearning & teaching in Arts education in Australian Initial Teacher Education (ITE) degrees. This project used survey and interviews to collect data from academics in 16 universities in 5 Australian states regarding their experiences of eLearning and Arts education. A rigorous and comprehensive thematic, inductive approach to the analysis of data revealed four main themes: congruence and incongruence of eLearning in Arts education with academic identity, dissonance between eLearning and the nature of Arts education, negatively perceived reasons for teaching Arts education in an eLearning mode, and some expressions of positive experiences in this space. These themes revealed a divided, unsettled and challenging space with pockets of acceptance, but characterised by epistemological and pedagogical questions, doubts and uneasiness. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01