Shifting Sands in the United Arab Emirates: Effecting Conceptual Change for Creativity in Early Childhood Teacher Education

Autor/in	Baker, Fiona S.
Titel	Shifting Sands in the United Arab Emirates: Effecting Conceptual Change for Creativity in Early Childhood Teacher Education
Quelle	In: Teacher Development, 17 (2013) 1, S.72-91 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2012.753948
Schlagwörter	Foreign Countries; Early Childhood Education; Teacher Education; Creativity; Educational Change; Single Sex Colleges; Females; Semi Structured Interviews; Photography; Attitude Change; Student Teacher Attitudes; Student Teachers; Workshops; Outdoor Education; Teaching Methods; Art; Music; Learning Processes; Change Strategies; Student Journals; United Arab Emirates + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerausbildung; Lehrerbildung; Kreativität; Bildungsreform; Weibliches Geschlecht; Fotografie; Attitudinal change; Einstellungsänderung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lernwerkstatt; Schulung; Freiluftunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Arts; Kunst; Musik; Learning process; Lernprozess; Lösungsstrategie; Studentenzeitung; Vereinigte Arabische Emirate
Abstract	This study examines the effectiveness of a four-stage conceptual change approach to creativity development in teacher education in the Emirate of Dubai, the United Arab Emirates. The participants were 32 student teachers studying at undergraduate level at an all-female university. The study examined participant preconceptions of creativity and how these conceptions changed during a series of workshops. Data collection methods were semi-structured interviews and written and photographic reflections. Findings showed that participant conceptions of creativity changed, as did their understanding of creative practice in early childhood education. New knowledge and notions were comfortably assimilated with prior beliefs. Student teachers became actively engaged in creative self-development and fruitfully explored creativity as an integral part of early learning. Insightful reflections showed promise for the practice of teaching for creativity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10