Teachers Who Create, Artists Who Teach

Autor/in	Zwirn, Susan Goetz
Titel	Teachers Who Create, Artists Who Teach
Quelle	In: Journal of Creative Behavior, 39 (2005) 2, S.111-122 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0175
Schlagwörter	Elementary Secondary Education; Art Education; Artists; Art Teachers; Creative Teaching; Creativity; Case Studies; Interviews; College School Cooperation; Preservice Teachers; Teacher Attitudes; New York + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Artiste; Artist; Künstler; Künstlerin; Art teacher; Kunsterzieher; Kunsterzieherin; Creative thinking; Teaching; Kreatives Denken; Unterricht; Kreativität; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Lehrerverhalten
Abstract	Art education students who become art teachers are, for the most part, educated first as artists and second as art educators. Given this dual education, there is some evidence to suggest that they may experience contradictions in their career development that seriously impact the construction of their professional role and identity as artists and art teachers. This case study, based on in-depth interviews, reveals the ways in which a select group of art education students and K-12 public school art teachers make meaning of their professional aspirations and career identity. This paper focuses on the part of the study that examines to what extent art teachers believe that they must engage in creative production in order to teach others to do so. (Contains 3 footnotes.) (As Provided).
Anmerkungen	Creative Education Foundation. 48 North Pleasant Street Suite 301, Amherst, MA 01002. Tel: 508-960-0000; Fax: 413-658-0046; e-mail: contact@creativeeducationfoundation.org; Web site: http://www.journalofcreativebehavior.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10