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Transforming pedagogies: encouraging pre-service teachers to engage the power of the arts in their approach to teaching and learning

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journal contribution
posted on 2016-05-01, 00:00 authored by M-R McLaren, Julie Arnold
This paper describes and analyses, through the use of case studies, two experiences of transformative learning in an undergraduate arts education unit. Pre-service teachers designed and engaged with arts-based curriculum activities, created their own artwork, participated in a modified production of The Tempest and kept a reflective journal. These activities constituted the data which was analysed using creative frameworks such as case writing, script writing, narrative analysis and found poetry as ways of developing richer understanding of pre-service teachers’ self-perceptions and self-awareness as teachers and as potential artists. The stories explored here uncover two different ways of encountering the challenges of learning - resistance and struggle - and highlight the significance of the educator’s response to individual student needs, and the value of reflective skills in shifting pre-service teachers’ cultural, political and institutional understandings.

History

Journal

Australian journal of teacher education

Volume

41

Issue

5

Pagination

21 - 35

Publisher

Edith Cowan University

Location

Joondalup, W.A.

eISSN

1835-517X

Language

eng

Publication classification

C Journal article; C1.1 Refereed article in a scholarly journal

Copyright notice

2016, The Authors

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