Sketching a Social/Teacher Practice through Participation: An Imperfect Proposition for Teacher Practicum

Autor/in	Sanders-Bustle, Lynn
Titel	Sketching a Social/Teacher Practice through Participation: An Imperfect Proposition for Teacher Practicum
Quelle	In: Studies in Art Education: A Journal of Issues and Research in Art Education, 60 (2019) 3, S.236-251 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3541
DOI	10.1080/00393541.2019.1641003
Schlagwörter	Practicums; Art Education; Preservice Teachers; Middle School Students; Professional Identity; Student Attitudes; Teaching Methods; Service Learning; College School Cooperation; Art Activities; Student Participation; Program Descriptions; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Practicum; Praktikum; Praktika; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Service-Learning; Künstlerische Tätigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Although not new, participatory art practices are finding their way into art education theory; however, practices have yet to take hold in schools or teacher practicum. In this qualitative study, four teacher candidates' efforts to implement two socially engaged art projects in a middle school are examined to better understand how participatory art can be utilized to engage teacher candidates more fully in the collective shaping of their teacher selves, curriculum, and schools. Data included teacher candidates' written reflections and transcribed interviews and researcher field notes. Despite limitations related to quality of teacher and middle schooler participation, findings suggest that, while imperfect and emergent, the projects provided an opportunity for teacher candidates to sketch a social/teacher practice by activating shared spaces of participation, provoking contention in shared authorial spaces, and challenging conceptions of art. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01