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Straddling the borderlands of art education discourse: Professional teacher identity development of preservice and novice art education teachers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
書名/作者:	Straddling the borderlands of art education discourse: Professional teacher identity development of preservice and novice art education teachers.
作者:	Berwager, Kelly C.
面頁冊數:	216 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
Contained By:	Dissertation Abstracts International74-09A(E).
標題:	Education, Art.
標題:	Education, Teacher Training.
ISBN:	9781303100512
摘要、提要註:	There has been a plethora of research done on all kinds of beginning teachers, but little has focused on art education teachers, and even less has focused on how beginning art education teachers make sense of their early teaching experiences. It is, however, known that teachers of art come to the profession with multiple skills that can be beneficial in developing a successful pedagogy and a sense of professional identity once they learn to put all of those skills together into a cohesive teacher-self. It is important to recognize the development of their teacher identities as a way of understanding their future effectiveness and dedication to the field of art education. This understanding could also help to develop better teacher preparation programs and in-service experiences for beginning teachers. Therefore, this study sought to understand art education teacher training and the possible problem of isolation, and how these impact art education teachers' abilities to develop professional identities.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3562399

Straddling the borderlands of art education discourse: Professional teacher identity development of preservice and novice art education teachers.
Berwager, Kelly C.

Straddling the borderlands of art education discourse: Professional teacher identity development of preservice and novice art education teachers. - 216 p.

Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.

Thesis (Ph.D.)--The University of Alabama, 2013.

There has been a plethora of research done on all kinds of beginning teachers, but little has focused on art education teachers, and even less has focused on how beginning art education teachers make sense of their early teaching experiences. It is, however, known that teachers of art come to the profession with multiple skills that can be beneficial in developing a successful pedagogy and a sense of professional identity once they learn to put all of those skills together into a cohesive teacher-self. It is important to recognize the development of their teacher identities as a way of understanding their future effectiveness and dedication to the field of art education. This understanding could also help to develop better teacher preparation programs and in-service experiences for beginning teachers. Therefore, this study sought to understand art education teacher training and the possible problem of isolation, and how these impact art education teachers' abilities to develop professional identities.

ISBN: 9781303100512Subjects--Topical Terms:

423243
Education, Art.

Straddling the borderlands of art education discourse: Professional teacher identity development of preservice and novice art education teachers.
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520 $a There has been a plethora of research done on all kinds of beginning teachers, but little has focused on art education teachers, and even less has focused on how beginning art education teachers make sense of their early teaching experiences. It is, however, known that teachers of art come to the profession with multiple skills that can be beneficial in developing a successful pedagogy and a sense of professional identity once they learn to put all of those skills together into a cohesive teacher-self. It is important to recognize the development of their teacher identities as a way of understanding their future effectiveness and dedication to the field of art education. This understanding could also help to develop better teacher preparation programs and in-service experiences for beginning teachers. Therefore, this study sought to understand art education teacher training and the possible problem of isolation, and how these impact art education teachers' abilities to develop professional identities.
520 $a The study used emerging research study methods that involved 7 preservice and novice art education teachers from a university in Alabama. The teachers participated in questionnaires, one-on-one interviews, classroom observations, identity bricolage-making workshops and the writing of reflective artist statements. The findings suggest that past school biographies, parental and teacher influences, isolation, and artistic lived experiences contribute to teachers' development of their professional identities.
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