A Self-Study in Teacher Education: Learning to Teach in Higher Education after Teaching the Arts to Young Children

Autor/in	Garvis, Susanne
Titel	A Self-Study in Teacher Education: Learning to Teach in Higher Education after Teaching the Arts to Young Children
Quelle	(2012), S.298-304 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Foreign Countries; Higher Education; Teacher Educators; Methods Courses; Art Education; Young Children; Early Childhood Education; Beginning Teachers; Self Efficacy; Teacher Attitudes; Self Evaluation (Individuals); Teaching Methods; Teacher Responsibility; Transformative Learning; Negative Attitudes; Attitude Change; Communities of Practice; Professional Identity; Teaching Models; Teaching Styles; Learning Processes; Role Conflict; Australia + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Methodisch-didaktische Anleitung; Arts; Art in Education; Kunst; Bildung; Erziehung; Frühe Kindheit; Early childhood; Frühkindliche Bildung; Frühpädagogik; Junior teacher; Junglehrer; Self-efficacy; Selbstwirksamkeit; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrverpflichtung; Pädagogische Transformation; Negative Fixierung; Attitudinal change; Einstellungsänderung; Community; Lehrmodell; Lehrstil; Unterrichtsstil; Learning process; Lernprozess; Rollenkonflikt; Australien
Abstract	The arts are a key developmental area in early childhood education. Subsequently, it is important that generalist teachers know how to teach suitable arts knowledge and skills. As a teacher educator, the responsibility of this falls within the author's teaching. It is her job to teach future teachers suitable arts knowledge and skills. This self-study explores the author's pedagogical approach to teaching the arts, as the author moved from teaching in an early childhood context to teaching arts in higher education. As a beginning teacher, the author explores the "ups" and "downs" she encountered during her first year as a beginning teacher education. As a beginning teacher educator, she realized that she was working in isolation and given little guidance on suitable practice in higher education. Subsequently, this study acts as a form of professional learning to help me (the author) reflects and improves on my own pedagogical practices. Through the use of narrative, the author is able to transform her own teaching to provide better models for student learning in my future courses. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10