Literaturnachweis - Detailanzeige
| Autor/inn/en | Franklin, Catherine; Johnson, Gretchen |
|---|---|
| Titel | Disrupting the Taken for Granted: Exploring Urban Teacher Candidate Experiences in Aesthetic Education |
| Quelle | In: Thinking Skills and Creativity, 5 (2010) 2, S.83-96 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1871-1871 |
| DOI | 10.1016/j.tsc.2010.02.001 |
| Schlagwörter | Preservice Teacher Education; Qualitative Research; Urban Universities; Aesthetic Education; Teacher Educators; Graduate Study; Art; Inquiry; Art Education; Evaluation Methods; Courses; New York |
| Abstract | This qualitative research study explores the experiences of a diverse group of teacher candidates engaging in an aesthetic line of inquiry within two teacher preparation courses at a large, public urban university in New York City. Research centered on the question "What are the different ways that teacher candidates make meaning from a collaborative aesthetic experience and how do they connect this experience to their emerging practice and beliefs as educators?" Emerging findings from this study of two classes, one at the undergraduate level and one at the graduate level, suggest that engagement in an aesthetic line of inquiry can become an invaluable "touchstone" for exploring and/or challenging teacher candidate notions about the role of art in their future practice as educators. (Contains 3 tables.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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