Teachers' and artists' collaborative teaching and learning.

Autor/inn/en	Rutar, Sonja; stemberger, Tina; Borota, Bogdana
Titel	Teachers' and artists' collaborative teaching and learning. Paralleltitel: Sodelovanje uciteljev in umetnikov pri poucevanju in ucenju.
Quelle	In: CEPS journal, 15 (2025) 2, S. 131-154Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35107 10.26529/cepsj.2010
URN	urn:nbn:de:0111-pedocs-351073
Schlagwörter	Kultur; Kind; Kindergarten; Schule; Lehrer; Lernumgebung; Curriculum; Unterricht; Kunst; Partizipation; Empirische Untersuchung; Beruf; Entwicklung; Kooperation; Künstler; Slowenien
Abstract	The new dimension of a stimulating, open and innovative learning environment in education is recognised in the integrative collaboration of all those involved in the educational process. Such an environment provides children with a variety of contextual experiences to enter the symbolic world of culture and art. Collaboration between artists and teachers has been identified as an essential approach to improving the quality of planned arts practice in kindergartens and schools. In order to improve collaborative teaching between teachers and artists in Slovenian preschools and primary schools, a design-based research methodology was used. The paper presents a snapshot of the pre-intervention situation and the impact of interventions that involved teachers in collaborative work with artists and children's participation in the educational process. The study involved 116 preschool teachers and 148 primary school teachers. The results showed the importance of involving artists in the educational process. By involving artists in the pedagogical process, teachers can gain information about how children can participate experientially and expressively in artistic experiences, which 1) relieves the burden of predetermined and overstructured curricular practices, 2) enables pupils to participate experientially and expressively in artistic experiences, 3) provides teachers with insight into children's experiential and expressive capacities/competences, and 4) provides artists with insight into the possibilities of integrating authentic artistic experiences into education. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3