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| Autor/inn/en | Lee, Bridget Kiger; Dawson, Kathryn; Cawthon, Stephanie |
|---|---|
| Titel | What Happens When the Apprentice Is the Master in a Cognitive Apprenticeship? The Experiences of Graduate Students Participating in Coursework and Fieldwork |
| Quelle | In: International Journal of Teaching and Learning in Higher Education, 28 (2016) 3, S.347-360 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1812-9129 |
| Schlagwörter | Apprenticeships; Graduate Students; Drama; Faculty Development; Case Studies; Public Schools; Field Instruction; Theory Practice Relationship; Praxis; Data Analysis; Coaching (Performance); Texas |
| Abstract | The University of Texas at Austin Master of Fine Arts (MFA) program offers a cognitive apprenticeship for graduate students in drama-based pedagogy (DBP) through Drama for Schools (DFS), a professional development program for K-12 educators. This article presents findings from an exploratory case study investigation of graduate students' experiences in the cognitive apprenticeship in the practice of drama-based pedagogy in K-12 public school classrooms. Findings indicate that when graduate students simultaneously participated in fieldwork (as "masters") and related coursework (as "apprentices"), they developed a personal understanding of how theory was realized and confounded within real world contexts. Implications for university faculty members and teaching artist educators are included. (As Provided). |
| Anmerkungen | International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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