Artistic Realizations Found in Generalist Preservice Teachers’ Courses: Rigor, Confidence, and Connections
Artistic Realizations Found in Generalist Preservice Teachers’ Courses: Rigor, Confidence, and Connections
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通才职前教师课程中的艺术实现：严谨、自信和联系
DOI：
10.1080/00393541.2017.1368289
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发表时间：
2017
影响因子：
0.6
通讯作者：
Aimee Herring
中科院分区：
文献类型：
--
作者：
Tracey Hunter;Aimee Herring
本文讨论了一项研究，调查了多面手职前课堂教师对艺术整合的信心，他们对艺术教育的态度和先入为主的观念，以及在一门专门教授艺术整合的课程中，这些观点是如何改变的。这门课程的一个重要组成部分是一次深入的实地体验，在这种体验中，职前通才有机会在为儿童创造和教授艺术综合课程的同时建立信心，同时也根据需要进行反思和调整。研究结果形成了三个主要主题，分别是艺术上的严谨、获得自信和建立联系。数据表明，在课程期间，参与者对融入艺术的信心增强，他们对艺术在教育中的作用的态度变得更加有利。
This article discusses a study that investigated the confidence of generalist preservice classroom teachers in integrating the arts, their attitudes and preconceived notions of art education, and how these views changed during a course that specifically taught arts integration. A crucial component of this course was an embedded field experience in which the preservice generalists had the opportunity to build confidence as they created and taught arts-integrated lessons to children while also reflecting and adjusting as needed. The study findings developed into three overarching themes, which were rigor in the arts, gaining confidence, and making connections. The data demonstrated that the participants’ confidence in integrating the arts increased and their attitudes concerning the role of the arts in education grew more favorable over the duration of the course.