Re-Play: Re-Assessing the Effectiveness of an Arts Partnership in Teacher Education

Autor/in	Andrews, Bernard W.
Titel	Re-Play: Re-Assessing the Effectiveness of an Arts Partnership in Teacher Education
Quelle	In: International Review of Education, 52 (2006) 5, S.443-459 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-006-9003-2
Schlagwörter	Teacher Education; Elementary School Teachers; Foreign Countries; Art Education; Partnerships in Education; College Faculty; Art Teachers; Instructional Effectiveness; Educational Strategies; Beginning Teachers; Guidance Programs; Integrated Curriculum; Program Effectiveness; Canada + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Hochschulpartnerschaft; Fakultät; Art teacher; Kunsterzieher; Kunsterzieherin; Unterrichtserfolg; Lehrstrategie; Junior teacher; Junglehrer; Kanada
Abstract	Elementary teachers in Canada are increasingly expected to deliver arts instruction in their classrooms, as financial exigencies have restricted the hiring of specialists. This study examines the effectiveness of an arts partnership between a Canadian university faculty of education and local-area school boards. In this partnership, university staff and specialist arts teachers together delivered the integrated arts component in teacher education. Findings indicate that specialist arts instruction, peer learning methods and theory/practice integration strengthen such training in the arts. Specialist arts teachers can enhance the instructional effectiveness of teacher-candidates by introducing current classroom teaching strategies, concrete activities, up-to-date resources and classroom management techniques. The confidence of beginning teachers to teach the arts can be promoted by observing colleagues, engaging in team learning activities, and obtaining peer feedback. The use of integrated arts theory and a focus on practical applications of concepts, coupled with reflective discussion, can also be seen to promote conceptual understanding. A further recommendation involves expanding the role of the arts in teacher education to foster cultural diversity. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10