Literaturnachweis - Detailanzeige
| Autor/inn/en | Cuero, Kimberley K.; Crim, Courtney L. |
|---|---|
| Titel | "You Wish It Could Speak for Itself": Examining the Use of Aesthetic Representation in an Elementary Teacher Preparation Program |
| Quelle | In: Issues in Teacher Education, 17 (2008) 2, S.117-140 (24 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1536-3031 |
| Schlagwörter | Preservice Teacher Education; Educational Practices; Elementary School Curriculum; Aesthetic Education; Literature Reviews; Art Expression; Classroom Techniques; Literacy; Imagery; Learning Processes; Use Studies; Instructional Design |
| Abstract | The incorporation of the arts into any classroom can be a valuable way to go beyond traditional, linguistic-based instruction and to create multiple connections across academic disciplines. Artistic endeavors are critical for students to express learning and understandings of literacy. In that regard, it is essential that pre-service teachers engage in and comprehend how to incorporate the arts into their educational practices. As the current educational climate often does not support this integration of arts into the curriculum, pre-service teachers are often not provided with opportunities in their field work to experience arts-based means to express academic understandings, such as "aesthetic representations." This article explores a group of six pre-service teachers' expressions of literacy through aesthetic representations. First, the authors provide a brief review of the most pertinent literature regarding how literacy and the arts have been linked in educational studies. Second, they provide an overview of their study. Next, they describe three themes that emerged from the data: (1) connections to literacy through aesthetic representations; (2) the process that pre-service teachers went through in order to create their aesthetic representations; and (3) how the aesthetic representations informed their own professional practice. Finally, the authors discuss how using aesthetic representations in the classroom has enriched understandings and expressions of literacy while allowing university professors to differentiate for individual students' needs, strengths, and interests. Implications are addressed in relation to both teacher education and elementary education practices. (Contains 12 figures.) (ERIC). |
| Anmerkungen | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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