Getting Hands-On: Praxis-Focused Assessment to Enhance Online Arts Teacher Education

Autor/inn/en	Burke, Katie; Baker, William; Hobdell, Glenda
Titel	Getting Hands-On: Praxis-Focused Assessment to Enhance Online Arts Teacher Education
Quelle	In: Distance Education, 44 (2023) 2, S.213-229 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burke, Katie) ORCID (Baker, William) ORCID (Hobdell, Glenda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2023.2198486
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Electronic Learning; Art Education; Art Teachers; Foreign Countries; Praxis; Experiential Learning; Student Attitudes; Student Evaluation; Self Efficacy; Distance Education; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Art teacher; Kunsterzieher; Kunsterzieherin; Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Schülerverhalten; Schulnote; Studentische Bewertung; Self-efficacy; Selbstwirksamkeit; Distance study; Distance learning; Fernunterricht; Australien
Abstract	Online learning has radically altered educational access; however, challenges emerge for learning domains relying on practical learning experiences, such as the creative arts. Research shows praxis is vital to effective arts teacher preparation. However, as Australian initial teacher educators, we noted the challenges of engaging online students in arts praxis and held concerns regarding preparing them adequately for the primary classroom. In exploring solutions, we developed an approach mandating hands-on learning through assessment, theorizing this as praxis-focused pedagogy. Through surveys and interviews, we sought to understand student perspectives regarding the assessment processes and whether this improved online engagement and self-efficacy as future arts educators. Findings confirm students supported a praxis-focused approach to assessment, and reveal beneficial attributes of this approach. The study affirms significant potential for praxis-focused assessment to enhance online arts learning; an approach that may be useful in other online education courses where hands-on experience is central to learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01