"I Could Not Believe That Would Happen": Challenges and Opportunities in a Critical, Project-Based Clinical Experience

Autor/inn/en	Burke, Kevin J.; Harman, Ruth; Hadley, Heidi Lyn; Mizell, Jason D.
Titel	"I Could Not Believe That Would Happen": Challenges and Opportunities in a Critical, Project-Based Clinical Experience
Quelle	In: New Educator, 14 (2018) 3, S.212-230 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burke, Kevin J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2017.1407851
Schlagwörter	Youth Programs; Summer Programs; College School Cooperation; Middle School Students; Art Education; Educational Experiments; Participatory Research; Action Research; Preservice Teachers; Reflective Teaching; Active Learning; Student Projects; Teacher Student Relationship; Trust (Psychology); Multiple Literacies; Curriculum; Urban Schools; Graduate Students; Professional Identity; Preservice Teacher Education + Suchen Sie Ihr Suchwort? Jugendsofortprogramm; Sommerkurs; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Schulversuch; Forschungstätigkeit; Projektforschung; Aktives Lernen; Schulprojekt; Teacher student relationships; Lehrer-Schüler-Beziehung; Curricula; Lehrplan; Rahmenplan; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehramtsstudiengang; Lehrerausbildung
Abstract	As part of a youth summer program--a partnership between a large Southeastern university and the local school district--middle-school-aged youth, preservice teachers, and doctoral candidates interested in arts-based literacy practices spent their mornings in June 2016 engaging in activities that both explored and expanded thinking around their communities, schools, and families. Whereas the youth were enrolled in a monthlong creative arts and tentative unschooling experiment that ran roughly the length of a typical school day, university faculty and graduate students were engaged in a course on the application of youth participatory action research (YPAR). This article is an examination of the experience of preservice teachers, through an analysis of their reflections on events within the course, to suggest ways forward through the promises and perils of project-based, clinical preservice teaching experiences. In our exploration of the experiences of focal preservice teachers when engaged with youth coresearchers in a monthlong YPAR project, we found the work to have been filled with contradictions, unexpected shifts, and moments of great understanding, community affiliation, and suffering. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01