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Art museum educators: Unveiling perc...

Stafne, Marcos.

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Art museum educators: Unveiling perceptions of theory, method, and preparation.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Art museum educators: Unveiling perceptions of theory, method, and preparation./
作者:	Stafne, Marcos.
面頁冊數:	169 p.
附註:	Source: Dissertation Abstracts International, Volume: 73-09(E), Section: A.
Contained By:	Dissertation Abstracts International73-09A(E).
標題:	Education, Art. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3508726
ISBN:	9781267345301

Art museum educators: Unveiling perceptions of theory, method, and preparation.
Stafne, Marcos.

Art museum educators: Unveiling perceptions of theory, method, and preparation. - 169 p.

Source: Dissertation Abstracts International, Volume: 73-09(E), Section: A.

Thesis (Ph.D.)--City University of New York, 2012.

The aim of this dissertation is to contribute to the body of knowledge about art museum educators within the larger ecosystems of art and museum education. This study reveals museum educator perceptions about preparation and professional development experiences, their work with student groups in art museums, and how their understanding of educational theory and method shapes student interaction.

ISBN: 9781267345301Subjects--Topical Terms:

1018432
Education, Art.

Art museum educators: Unveiling perceptions of theory, method, and preparation.
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245 1 0 $a Art museum educators: Unveiling perceptions of theory, method, and preparation.
300 $a 169 p.
500 $a Source: Dissertation Abstracts International, Volume: 73-09(E), Section: A.
500 $a Adviser: Nicholas Michelli.
502 $a Thesis (Ph.D.)--City University of New York, 2012.
520 $a The aim of this dissertation is to contribute to the body of knowledge about art museum educators within the larger ecosystems of art and museum education. This study reveals museum educator perceptions about preparation and professional development experiences, their work with student groups in art museums, and how their understanding of educational theory and method shapes student interaction.
520 $a A phenomenological qualitative inquiry was conducted with 10 interview participants and a larger survey was administrated with 123 respondents. Personal accounts were combined to create a narrative of the museum educator experience and were cross-referenced with broader survey data to complete an analysis of the landscape of experience. Following analysis and synthesis of the survey data and interview responses, four meaningful statements were uncovered: art museum educators are educationally and professionally experienced; art museum educators come from diverse educational and professional experiences; art museum educators must adapt to the circumstances of their working environments; when visiting museums, art museum educators prefer open-ended experiences that can promote social interaction. This type of experience is evident in the educators' enacted pedagogy with students in art museums. Exploring how museum educators understand their experiences unveiled how they perceive and practice educational theories and methods while working with student groups and how their preparation aided or hindered their abilities. Exemplary examples of art museum education preparation and professional development experiences were revealed through both survey and interview data. To strengthen the field of art museum educator preparation, recommendations for academic and alternative professional development as well as institutional collaboration were identified.
590 $a School code: 0046.
650 4 $a Education, Art. $3 1018432
650 4 $a Museology. $3 1018504
650 4 $a Education, Policy. $3 1669130
650 4 $a Education, Teacher Training. $3 783747
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710 2 $a City University of New York. $b Urban Education. $3 1023354
773 0 $t Dissertation Abstracts International $g 73-09A(E).
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793 $a English
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