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| Autor/in | Probine, Sarah |
|---|---|
| Titel | Becoming an Artist/Teacher: Supporting Pre-Service Teachers to Develop Their Confidence and Pedagogical Knowledge to Effectively and Actively Teach the Arts in Early Childhood |
| Quelle | In: Journal of Early Childhood Teacher Education, 44 (2023) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1090-1027 |
| DOI | 10.1080/10901027.2021.1963890 |
| Schlagwörter | Preservice Teachers; Preservice Teacher Education; Art Education; Art Teachers; Pedagogical Content Knowledge; Foreign Countries; Early Childhood Education; Self Efficacy; Culturally Relevant Education; Professional Identity; New Zealand |
| Abstract | This paper reports on a small-scale research project that aimed to examine the impact of assessment changes to a second-year course called Tuhura Nga Toi Ahuatanga: Exploring the Role of the Expressive Arts in Education. This 30-credit course is part of a Bachelor of Education (Early childhood teaching) at a pre-service education provider in Auckland, in New Zealand. The adjustments to the arts course were instigated as part of a wider programme review undertaken between 2018-2019. These changes responded to the literature and also to the findings of the author's doctoral research. They resulted in a stronger emphasis on self-reflection about student's personal history of the arts and an assessment dedicated to developing practical skills in relation to a chosen arts domain. (ERIC). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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