東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Straddling the borderlands of art ed...

Berwager, Kelly C.

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Straddling the borderlands of art education discourse: Professional teacher identity development of preservice and novice art education teachers./
Author:	Berwager, Kelly C.
Description:	216 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
Contained By:	Dissertation Abstracts International74-09A(E).
Subject:	Education, Art. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3562399
ISBN:	9781303100512

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:

1018432
Education, Art.

Straddling the borderlands of art education discourse: Professional teacher identity development of preservice and novice art education teachers.
LDR:02483nam a2200289 4500 001 1960026
005 20140528124303.5
008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303100512
035 $a (MiAaPQ)AAI3562399
035 $a AAI3562399
040 $a MiAaPQ $c MiAaPQ
100 1 $a Berwager, Kelly C. $3 2095596
245 1 0 $a Straddling the borderlands of art education discourse: Professional teacher identity development of preservice and novice art education teachers.
300 $a 216 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
500 $a Adviser: Aaron Kuntz.
502 $a Thesis (Ph.D.)--The University of Alabama, 2013.
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.
590 $a School code: 0004.
650 4 $a Education, Art. $3 1018432
650 4 $a Education, Teacher Training. $3 783747
690 $a 0273
690 $a 0530
710 2 $a The University of Alabama. $b Educational Research. $3 2095597
773 0 $t Dissertation Abstracts International $g 74-09A(E).
790 $a 0004
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3562399