Literaturnachweis - Detailanzeige
Autor/inn/en | Lavina, Leanne; Fleet, Alma; Niland, Amanda |
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Titel | The Varied Textures of an Arts-Informed Methodology: Exploring Teachers' Identities through Artful Expressions |
Quelle | In: Journal of Curriculum and Pedagogy, 14 (2017) 2, S.143-163 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1550-5170 |
DOI | 10.1080/15505170.2017.1335252 |
Schlagwörter | Professional Identity; Art Expression; Early Childhood Education; Preschool Teachers; Teaching Experience; Teaching Methods; Portraiture; Place Based Education; Aesthetics; Personal Narratives; Foreign Countries; Australia |
Abstract | Understanding how teachers come to know and make sense of teaching is a challenging endeavor. Uncovering elusive strands of thinking through arts-informed approaches has the potential to transform personal understandings of teacher selves and professional practice across diverse early childhood contexts (Clandinin, Downey, & Huber, 2009). Drawing on an arts-informed methodology combining bricolage, portraiture, and an artist's methods, this article presents a seven-framed model for exploring teachers' identity journeys. Working with six early childhood teachers in community-based Australian Long Day Care settings, teachers use these frames as methodological tools for "developing and constructing" photos, drawings, narrative, and artifacts to make visible intangible perceptions of self-identity and experience (Bown & Sumsion, 2007, p. 30; Langer, 1957). These artistic responses were treated as provocations to explore shared meanings and position arts-informed methods as valuable research spaces (Black & O'Dea, 2015) of learning, connection, and transformation (Black, 2002). (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |