Co-Constructing Imaginative Spaces: Public Art in Pre-Service Teacher Education

Autor/in	Hirsch, Miriam
Titel	Co-Constructing Imaginative Spaces: Public Art in Pre-Service Teacher Education
Quelle	In: Teaching Education, 23 (2012) 1, S.9-24 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2011.626032
Schlagwörter	Preservice Teacher Education; Art Education; Art Products; Imagination; Inquiry; Units of Study; Trust (Psychology); Learning Experience + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Künstlerische Produktion; Lerneinheit; Lernerfahrung
Abstract	This documentary account explores the potential of public art pedagogy to co-construct imaginative spaces in pre-service teacher education. Based upon a collaborative venture between two professors and an arts-based educational organization, the present article describes and analyzes key features and relations that were influential in transforming the response of a resistant professor and students. Using arts-based educational research methodology, this research finds that at least five thematic ingredients were influential in designing an education event with public art that promoted the generation of imaginative inquiry in teacher education: a base of trust; a naturalistic encounter; the choice to "shake-it-up"; a jolt of awareness; and a longer shelf-life. Strategies and insights for furthering the integration of public art into pre-service teacher education are included. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10