Beyond the Student Teaching Seminar: Examining Transformative Learning through Arts-Based Approaches

Autor/inn/en	Bhukhanwala, Foram; Dean, Kim; Troyer, Maryellen
Titel	Beyond the Student Teaching Seminar: Examining Transformative Learning through Arts-Based Approaches
Quelle	In: Teachers and Teaching: Theory and Practice, 23 (2017) 5, S.611-630 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2016.1219712
Schlagwörter	College Students; Student Teachers; Seminars; Preservice Teacher Education; Transformative Learning; Supplementary Education; Art Activities; Theater Arts; Teaching Methods; Video Technology; Photography; Journal Writing; Reflection; Art Products; Focus Groups; Data Analysis; Coding; Critical Incidents Method; Problem Solving; Safety; Perspective Taking; Empathy; Facilitators (Individuals) + Suchen Sie Ihr Suchwort? Collegestudent; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Seminar; Lehramtsstudiengang; Lehrerausbildung; Pädagogische Transformation; Ergänzungsunterricht; Künstlerische Tätigkeit; Theaterwissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Fotografie; Zeitschriftenaufsatz; Künstlerische Produktion; Auswertung; Codierung; Programmierung; Problemlösen; Sicherheit; Zukunftsperspektive; Empathie
Abstract	This qualitative study examined the question: How can arts-based approaches facilitate transformative learning in a student teaching seminar? Two teacher educators facilitated a supplemental and voluntary arts-based ST seminar that comprised six, two-hour sessions. Thirty-four student teachers participated over five semesters making use of Theater of the Oppressed and other arts-based activities to process dilemmas they faced in their student teaching contexts. Data included video recordings, photographs, journal reflection, participant artwork, and transcribed focus group interviews. Data analysis employed line-by-line coding to identify critical incidents. We offer examples where pre-service student teachers worked with a dilemma, examined their assumptions, engaged in perspective-taking, and in the process explored new possibilities. Engaging in embodied reflections, naming, imagining, and critically reflecting provided rich opportunity for constructing new ways of thinking and feeling, which could lead to transformative learning. Issues relating to the seminar environment like safety, starting with participants' dilemmas, and willingness to take risks and ownership in the learning process supported transformative learning in an arts-based student teaching seminar. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01