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Perspectives on preparation: Nine art teachers reflect on their preservice education in light of their experiences of contemporary schooling .

机译:准备的观点:九名美术老师根据他们在当代学校中的经历,反思他们的职前教育。

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摘要

This study explores the ways in which nine art teachers, who have between 1-16 years of teaching experience, reflected upon their art teacher education programs and their preservice preparation in light of their teaching experience. As a way to further the reform of art teacher education programs, this study questions how the collaborative relationship between those who teach art and the field of art teacher education could better identify the preparation most critical for teaching art in today's educational climate.;Through a review of the scholarship related to teacher education in general and art teacher education specifically, the opinions, beliefs, and reflections of those who teach art have not often been featured as the critical signpost of what programs need to address in the preparation of future teachers, thus creating a space for further investigation.;The nine case studies of the art teachers discussed in and through this study were developed using semi-structured interviews and are presented as a collection of individual narrative portraits of each participating art teacher. A cross-content analysis of the case studies yielded a collective case study, revealing common emergent themes and issues identified by the participants as important to the preparedness of future in service art teachers. The emergent themes and issues not only address the study's research questions, but have created the basis for thematic narrative portraits that further address those aspects of teacher preparation that participants have reflected upon as critical to art teacher preparation, thus needing focus in and through art teacher education programs.;While this dissertation may not be generalizable, it concludes with suggestions for how themes and issues raised through the research may be considered and addressed in programs that prepare art teachers for the rigors of teaching in contemporary schooling.
机译:这项研究探索了九位具有1-16年教学经验的艺术老师如何根据他们的教学经验来反思他们的艺术老师教育计划和职前准备的方式。作为进一步改革艺术教师教育计划的一种方式,本研究提出了质疑,即在当今的教育环境中,艺术教师与艺术教师教育领域之间的合作关系如何更好地确定对艺术教学最关键的准备工作。审查与普通教师教育有关的奖学金,特别是对艺术教师教育的奖学金,对艺术教学者的观点,信念和反思并没有经常被作为未来培训师资计划需要解决的关键路标,通过半结构化访谈发展了本研究中和通过本研究讨论的九位艺术老师的案例研究,并以每位参与艺术老师的个人叙事肖像的形式呈现。案例研究的跨内容分析产生了一个集体案例研究,揭示了参与者发现的共同出现的主题和问题,这些主题和问题对服务美术教师的未来准备很重要。涌现的主题和问题不仅解决了研究的研究问题,而且为专题叙事肖像画奠定了基础,以进一步解决参与者已经反思过的对教师准备的那些方面,这对艺术老师的准备至关重要,因此需要关注和通过艺术老师教育计划。虽然本论文可能无法推广,但最后提出了一些建议,以探讨如何通过研究计划提出的主题和问题,并在计划中为美术教师做好应对当代学校教学严峻考验的计划。

著录项

  • 作者

    Bildstein, Iris Robin.;

  • 作者单位

    Teachers College, Columbia University.;

  • 授予单位 Teachers College, Columbia University.;
  • 学科 Education Art.;Education Teacher Training.
  • 学位 Ed.D.
  • 年度 2013
  • 页码 331 p.
  • 总页数 331
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:41:02

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