Pre-Service Teachers' Critical Reflections of Arts and Education Discourse: Reconstructions of Experiences in Early Childhood and Higher Education

Autor/inn/en	Miller, Melinda G.; Nicholas, Ellen L.; Lambeth, Meaghan L.
Titel	Pre-Service Teachers' Critical Reflections of Arts and Education Discourse: Reconstructions of Experiences in Early Childhood and Higher Education
Quelle	In: Contemporary Issues in Early Childhood, 9 (2008) 4, S.354 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2008.9.4.354
Schlagwörter	Foreign Countries; Preservice Teacher Education; Education Courses; Early Childhood Education; Reflective Teaching; Preservice Teachers; Art Education; Reflection; Critical Thinking; Teacher Background; Case Studies; Personal Narratives; Student Journals; Participatory Research; Teacher Attitudes; Student Attitudes; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Fortbildungskurs; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Arts; Art in Education; Kunst; Bildung; Erziehung; Kritisches Denken; Case study; Fallstudie; Case Study; Erlebniserzählung; Studentenzeitung; Forschungstätigkeit; Lehrerverhalten; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	This layered account of arts education is produced through the three authors' critical reflections of experiences in their own early childhood education, and their pre-service teacher education. The first layer establishes links between the arts, learning in the arts and critically reflective practices through an account of teaching and learning in Unit X--a compulsory arts unit in a four-year teacher education course. The second layer is a recall of early childhood arts experiences and how these informed our identities as artists, students of the arts and critically reflective teachers. Possibilities for promoting critically reflective practices in teacher education are recommended, alongside a call for more systematic modes of reflective inquiry in a teacher degree program. (As Provided).
Anmerkungen	Symposium Journals. P.O. Box 204, Didcot, Oxford, OX11 9ZQ, UK. Tel: +44-1235-818-062; Fax: +44-1235-817-275; e-mail: subscriptions@symposium-journals.co.uk; Web site: http://www.wwwords.co.uk/ciec
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10