Teaching Teacher Candidates about Social Transformations through Arts and Place: "Wait, but What Does It Have to Do with Me as a Teacher?"

Autor/in	Shugurova, Olga
Titel	Teaching Teacher Candidates about Social Transformations through Arts and Place: "Wait, but What Does It Have to Do with Me as a Teacher?"
Quelle	In: i.e.: inquiry in education, 11 (2019) 1, Artikel 6 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2154-6282
Schlagwörter	Preservice Teachers; Social Change; Art Education; Teacher Education Programs; Learning Experience; Teacher Educators; Foreign Countries; Creativity; Reflective Teaching; Individual Development; Constructivism (Learning); Elective Courses; Inclusion; Teacher Attitudes; Science Teachers; Interdisciplinary Approach; Self Concept; Praxis; Student Projects; Compulsory Education; Canada + Suchen Sie Ihr Suchwort? Sozialer Wandel; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Lernerfahrung; Teacher education; Lehrerausbildung; Lehrerbildung; Ausland; Kreativität; Individuelle Entwicklung; Elective course; Wahlkurs; Inklusion; Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Selbstkonzept; Schulprojekt; Schulpflicht; Kanada
Abstract	In this creative and reflective inquiry, I explore the pedagogical significance of arts as a place-based praxis of social transformations in a Canadian teacher education program with a focus on my students' learning experience. The research features their "pedagogical becoming" (Gouzouasis, Irwin, Miles, & Gordon, 2013) which includes the aesthetic development of their self-concept as future teachers and the critical development of their authorial agency (Matusov, 2011; Matusov et al., 2016;). The research question was, in fact, posed by some of the students themselves, who did not understand or did not want to understand, why they were compelled to take this course by the program requirement and to consider themselves as artists. They asked, "What does it have to do with me as a teacher?" Then, they stated that education and art are two different domains of knowledge that should not be mixed at all. Hence, they did not want to do anything with art in any form or shape in their education. I explore their question through a constructionist grounded theory (Charmaz, 2006, 2008) and conclude with the pedagogical recommendations and suggestions for future research. (As Provided).
Anmerkungen	Center for Practitioner Research at National Louis University. 122 South Michigan Avenue, Chicago, IL 60603. Tel: 800-443-5522 x2277; e-mail: digitalcommons@nl.edu; Web site: https://digitalcommons.nl.edu/ie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01