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1.
This article is based on a project that explored the practices of art and design beginning teachers (BTs) working with learners in a post‐age‐16 context. The aim of the project was to: explore contemporary art and design practices; explore the concept of artist teacher learner researcher; enable beginning teachers to collaborate with post‐age‐16 pupils and develop new approaches and strategies to art and design pedagogy. Through practices that blurred learner‐teacher identities a dialectical pedagogy emerged and a collaborative community of practice developed, all enabled through a renegotiation and reconceptualising of places of learning. The beginning teachers also started to construct their artist teacher identities, understand what it means to practise as an artist teacher in the classroom, understand the impact of these practices on teaching and learning and develop new learning and teaching methods. This project demonstrates the possibilities of these practices for contemporary art and design pedagogy and also how these practices can endure and be sustainable for this community of beginning teachers in the current cultural, social and political contexts of education.  相似文献   

2.
This article reflects my experiences of learning art in the 1970s and 1980s and my teaching career in school art education in twenty‐first century South Korea. This autobiographical reflection shows how I have struggled with my identity as an art teacher in the post‐colonial context of Western influences on Korean society since World War II. There has been greater tension and a greater struggle for different values, practices and identities when new values and practices have been introduced into the particular socio‐cultural context of South Korea. My struggles with particular kinds of pedagogic identity valued within the rapidly changing political, economic and cultural context of Western influences on Korean art education demonstrate the hidden structural mechanism of the relationship between culture, power and identity in the post‐colonial world of globalisation. This study as an autoethnographical research provides critical insights into how identities are produced by pedagogic discourses and practices of art education that are constructed through the specific systems of practice and language which transmit and regulate such identities and values.  相似文献   

3.
The benefits of drawing for children are wide‐ranging but are likely to be mediated by the art curriculum and other governmental guidance to teachers relevant to drawing/art. Furthermore, such statutory regulations vary between cultures, and therefore curricula represent an important influence on the cultural differences found in children's drawings. Previous articles on the teaching of drawing in Chinese schools have commented upon the emphasis placed on children copying from adult drawing models. However, a new art curriculum was implemented in Chinese infant schools (3–6‐year‐olds) in 2002, still in operation today, which instead places an emphasis on the children's enjoyment of drawing through making creative and expressive pictures from their imagination. This article describes the key objectives stated in the Chinese art curricula for infant schools. We also present an interview with a Chinese infant school teacher in which she provided in detail how the curriculum is typically applied to the teaching of drawing. The interview also provided some background context to why the curriculum was changed and to its delivery. The article comments on the pedagogical practices adopted, and comparisons are made with Western art education and, in particular, to the teaching of drawing/art in England for the same age group. Finally, we consider what implications the Chinese approach has for the ‘non‐interventionist’ approach to young children's drawing/art that is frequently found in Western art education.  相似文献   

4.
This article introduces the art‐based action research (ABAR) methodology as part of the international discussion of art‐based educational research (ABER). The participatory and dialogical approach of ABAR was inspired by a consideration of the pressure for change in art education stemming from the practices of relational and dialogical contemporary art. The need for ABAR as a tool of culturally decolonising, sustainable art education research was identified in multidisciplinary collaboration with the University of Lapland's (UoL) northern and circumpolar network. The methodology was developed collaboratively by a group of art educators and researchers at UoL to support the artist/teacher/researcher with professional skills for seeking solutions to recognised problems and to promote future actions and aspirations in the changing North and Arctic. This article describes how ABAR has been used in school projects, in doctoral theses and finally in a development project with an impact on regional development in the North. These examples show how art education developed through the ABAR method has supported decolonisation, revitalisation and cultural sustainability in schools, communities and businesses.  相似文献   

5.
This article describes a collaborative action research conducted by a lecturer and several primary school art teachers, who between 2001 and 2006 created the Visual Arts Education Web (‘iii web’) in Hong Kong. The creation of the ‘iii web’ was accomplished through research that employed questionnaires, focus group discussions and individual interviews. Teachers' perceptions of using websites in teaching were examined, art education websites from Hong Kong, Taiwan, Mainland China and the USA were compared, in order to create a website that could meet the needs of Hong Kong primary school art teachers. Inquiry‐based learning is one of the important teaching approaches that were introduced during the Hong Kong Education Reform in 2003. An example of using the ‘iii web’ to teach public art is described to illustrate how the teacher and students used inquiry‐based learning in art education.  相似文献   

6.
For the past few years, creativity has gradually become an important element in the national cultivation of talent in Taiwan. Although traditionally art education is closely linked with creativity, the academic research on general art education is very insufficient. Therefore, the goal of this research is to investigate how creativity could be cultivated in curriculum planning for general art education at technology universities as well as what students’ learning process was when they participated in a course's creative activity. The research applied the theory and steps of creative problem‐solving (CPS) on a general art course to design a group practical activity combining with the local community. This involved converting the steps of creative problem‐solving into different stages of group design activities with the goal of constructing a design process equivalent to the process of problem‐solving. The main research results revealed that students could experience the problem‐solving process through group design activities and develop their divergent and convergent thinking at the same time. Moreover, the cooperative learning model is the most appropriate teaching strategy for students from non‐art‐related departments when cultivating their creativity.  相似文献   

7.
This article presents the conceptual and methodological framework of a two‐year comparative research project (2002–2004), funded by the University of Paisley. The study, entitled ‘Convergence or Divergence? Initial Teacher Education in Scotland and England’, investigated initial teacher education (ITE) policy and practice in England and Scotland in order to establish whether there is evidence of convergence or divergence between the two systems. The article first sets out the rationale for such work in the dual contexts of globalization and devolution before presenting and justifying the specific comparative methodological approach selected. The second half of the article focuses particularly on the study design and some of the challenges involved with its implementation, relating the discussion to the existing methodological literature. Finally, the authors attempt to highlight the methodological potential of the study for others working in the field of comparative education.  相似文献   

8.
ABSTRACT

Imposing the policy lessons from higher-performing countries may involve the complex interplays of socio-cultural and institutional contexts. This article attempts to observe Taiwan’s progress in higher education from an explicit cultural perspective. It locates Taiwan among the rising group of higher education systems in East Asia. The study interrogates a wide-held understanding of higher education development and critically reflects on the “high performances” at systemic and institutional levels. It re-examines a capacity of the Western-influenced system in preserving indigenous cultural traditions while pursuing the quest for world-class status. Adopting a case study research, data were collected through in-depth semi-structured interviews with executives and academics at two premier universities in Taiwan. The findings have shown that, due to fundamental differences, integrating traditional values with imported Western-structured institutions remains an arduous task for Taiwanese higher education. This study critiques conventional presumptions concerning the primacy of an Anglo-Saxon model in Taiwan and offers insights into the society’s efforts to bring back its own cultural values.  相似文献   

9.
This paper reports on a longitudinal study of developments in use of the Internet by science student‐teachers on Post Graduate Certificate of Education (PGCE) courses in five higher education institution–school partnerships in England. These are 1‐year, full‐time, teacher training courses for graduate scientists. The aim of the research was to examine changes in attitudes to, and use of, the Internet to support science teaching and the perceived challenges and barriers to practice in schools, against a background of high national expectations reflected in the qualification standards of the teacher education courses. The research has involved nearly 600 student‐teachers, representing between 7% and 8% of those training on PGCE science courses in England, and has employed mixed methods, with questionnaires serving as the main basis for analysing trends, and focus groups and case studies used to gain deeper insight to the particular issues identified. The process has been an iterative one, with the outcomes of each year’s research being used to inform further research and course developments in the institutions involved. The findings indicate that attitudes and confidence in use of the Internet have improved over the period, with evidence of increased application directly in the classroom. However, in addition to some of the generic technological issues that may hinder developments in the use of Information and Communication Technology in schools, there are continuing concerns relating to limited pedagogical guidance and availability of good role models. The implications of this for developments in science teacher education programmes are discussed.  相似文献   

10.
This paper reports on a case study of the daily life of an art teacher educator. It examines the intellectual, moral, emotional, and physical undercurrents of this work and how these qualities are reflected within the daily context of the pre‐service university — or college‐level classroom environment. To date, few research studies have examined the daily practices of university or college‐level faculty members who prepare art teachers and how these faculty members go about their jobs. The author spent an academic term as a participant observer and researcher in the art teacher educator's secondary art education methods course. Examples and narratives from this study are forwarded, as well as a discussion on the importance of this form of inquiry for art teacher education today.  相似文献   

11.
The purpose of this study was to examine whether science and non‐science major students have different scientific epistemological views (SEVs). A multidimensional instrument previously developed by the authors was used to assess differences in college students’ SEV of various aspects. A total of 220 freshmen (42% science and 58% non‐science majors) attending two public universities participated in this investigation. Results indicated that the science majors have less sophisticated beliefs in the theory‐laden and cultural‐dependent aspects of science than non‐science majors. Analysis of variance results further revealed significant differences in SEV dimensions among the three major fields: non‐science, pure science, and science education. Science education students gained the lowest scores on the entire scale among the groups. Findings of this study imply that science major (including science education) students might be involved longer in such an epistemic environment that described scientific knowledge as objective and universal. It is also possible that beliefs about certainty and objectivity lead these students to select science as their major field. Implications for future research and science teacher education are discussed.  相似文献   

12.
In this article, we present results from an international research study on biodiversity education in pre‐service education of primary school teachers. The study was carried out between 2004–2006 in four teacher education institutions in Cyprus, England, Switzerland and Germany. We used document analyses and in‐depth interviews with 27 teacher educators and 22 student teachers to examine the integration of biodiversity into the pre‐service teacher education programmes, and the student teachers’ satisfaction with their respective education. In all teacher education institutions, aspects of biodiversity education were integrated mostly in the natural science modules which provided students at least with some information on the scientific aspects of biodiversity. Few modules included aspects of the controversial nature of biodiversity conservation in relation to economics, ethics, social and political concerns, and methodological approaches on how to deal with this. In the institutions in Cyprus, England and Germany the teaching focus was content‐oriented, whereas in Switzerland a situated method‐oriented approach was used. The student teachers in Switzerland felt more confident to teach about biodiversity in school. All interviewees thought it necessary to prepare primary school student teachers on how to address biodiversity in schools, and strategies on how best to achieve this are critically discussed.  相似文献   

13.
Helen Hendry 《Literacy》2020,54(1):58-69
Education policy in England requires student teachers to demonstrate effective teaching of early reading, including systematic synthetic phonics, in order to qualify to teach. Although there is a range of literature about initial teacher education, little is documented about how pre‐service or ‘student' teachers develop specific knowledge and practices for teaching early reading and how they apply these in their first term as newly qualified teachers (NQTs). This research used a primarily qualitative longitudinal, collective case study design involving seven lower primary (3–7 years) postgraduate certificate in education (PGCE) students enrolled at one university in the East Midlands of England. Semi‐structured interviews, classroom observations and documentary analysis with the students and their teacher mentors were used to gather data from entry onto the course to the participants' first term as qualified teachers. A thematic analysis was applied in conjunction with deductive observation codes developed from a previous study. Findings indicate a broad continuum of progression in student and newly qualified teacher knowledge and practice for teaching early reading which could be used to inform university organisation, mentoring and school participation. They highlight the influence of school cultures on the experiences of student and pre‐service teachers.  相似文献   

14.
Education increasingly operates in neoliberal terms; privatisation, marketisation and competition have become key drivers for schools in England. This article explores the findings from an ethnography that points to how arts education practices are being used to ‘art‐wash’ schools resulting in parents with the requisite economic, social and cultural capitals ensuring that their children benefit the most from a creative education. Whilst most of the narratives on artwashing have so far focused on arts institutions and global capital, this article questions how some of the specific processes of gentrification may be extended to the current education system in England and ask if schools and arts organisations may increasingly be ‘art‐washing education’.  相似文献   

15.
Teacher quality has been a perennial issue in the field of education. In addition to academic ability, psychological and motivational characteristics are regarded as increasingly important dimensions of teacher quality. This study has established a multidimensional framework of teacher quality including social competency, adaptive ability and career commitment and used it to examine the qualities of pre‐service college students in teacher education programs based on a national survey in Taiwan. It is found that in this country where ‘those who are academically able, teach’ has been a tradition, pre‐service students further possess better adaptive and motivational qualities than their non‐teaching counterparts. The underlying policy and socio‐cultural contexts of such a positive phenomenon of ‘those who are adaptive and motivated, teach’ are further explained and implications for teacher educators and policy makers are discussed.  相似文献   

16.
In recent years, Finnish research‐based teaching, according to international surveys, has been shown to lead to excellent results. Previous research has demonstrated that teacher education has often had difficulties in incorporating theory into practice, and that the effects of teacher education on the prior beliefs and views on teaching and learning of student teachers have been weak. The aim of the present qualitative study was to find out how the Finnish teacher education system deals with these problems by investigating the current goals Finnish teacher educators have for their own teaching in theoretical courses. A total of 18 teacher educators were interviewed in five focus groups on different teacher education programmes in Finland. The interview results showed that Finnish teacher educators transmit theoretical and pedagogical aspects by using them in their own teaching, which is research‐based. They also aim to educate reflective and exploring teachers by using a variety of methods in their own pedagogy. The exemplary role the Finnish teacher educators have can be helpful in influencing prospective teachers' behaviour and thinking.  相似文献   

17.
This multidisciplinary article presents a methodology, a research project and selected outcomes from an environmental art education course for teacher students. The course is part of an art education minor at the University of Helsinki, Department of Teacher Education. The students were asked to construct their place through an intertextual art method that provided them the means to study their place open‐endedly as a space of plural cultural meanings. Applying the results from their intertextual process, they reconstructed their place artistically. The end product was a personal work of art that included traces of their chosen places, and created a new meaning for it. The outcome is a visual space of compacted meanings from different places. Places contain history and memories important to identity construction. The results show that the intertextual reading extends the students’ concept of place as a space for relational and plural cultural meanings. Foucault's concept of heterotopia, as it applies to otherness of places and spaces, was used alongside the intertextual art method.  相似文献   

18.
This article analyses the learning opportunities afforded pre-service teachers when participating in a primary school placement in London, England as part of their university teacher education course. Cultural historical activity theory is used as a theoretical framework to address how pre-service teacher learning opportunities are constructed. Building on a previous year-long ethnographic study which explored how and why pre-service teacher learning opportunities differed in school settings, this paper introduces a small scale pilot study. The study integrates developmental work research into an initial teacher education school/university partnership, and considers the role of the school leader in this. Possibilities for pre-service teachers, teachers and teacher educators to work together in a research process that is integral to an initial teacher education partnership are forwarded, with the aim of ensuring that critical enquiry and learning are kept at the forefront of the activity.  相似文献   

19.
This study in social cognition has been focused on exploration of ways in which cultural contexts shape formation of knowledge about art in early childhood years. Focusing of the connotative rather than denotative meanings of the term art, this study was designed to examine how this concept functions in a variety of cultural contexts. The method of structured interviews was used to elicit answers of four- and five-year-old children in Canada, France, and Taiwan to questions regarding the nature of art and its salient characteristics. In particular, this study addressed questions about portability of culture and the effects of heritage and enculturation in the formation of social knowledge among individuals whose cultural identity is negotiated in the context of a ‘transplanted’ culture. Responses of francophone children in the Canadian province of Quebec were contrasted with those of their French counterparts, as well as their Canadian peers from European ancestry other than French living in the province of British Columbia. Similarly, responses of interviewees in Taiwan, ROC were compared to the reported beliefs about art of young Chinese-Canadians. The results of this study bring support to the theory of modified cultural pluralism that emphasizes the interplay between the original cultural beliefs and values and those prevalent in the societies that become new home for a transplanted culture. Implications of the study findings to art education are discussed. Research reported in this paper has been supported by a grant from the Social Studies and Humanities Research Council of Canada and the France-Canada Accord.  相似文献   

20.
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