ERIC Number: EJ1384529
Record Type: Journal
Publication Date: 2023
Pages: 21
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1090-1027
EISSN: EISSN-1745-5642
Becoming an Artist/Teacher: Supporting Pre-Service Teachers to Develop Their Confidence and Pedagogical Knowledge to Effectively and Actively Teach the Arts in Early Childhood
Probine, Sarah
Journal of Early Childhood Teacher Education, v44 n1 p1-21 2023
This paper reports on a small-scale research project that aimed to examine the impact of assessment changes to a second-year course called Tuhura Nga Toi Ahuatanga: Exploring the Role of the Expressive Arts in Education. This 30-credit course is part of a Bachelor of Education (Early childhood teaching) at a pre-service education provider in Auckland, in New Zealand. The adjustments to the arts course were instigated as part of a wider programme review undertaken between 2018-2019. These changes responded to the literature and also to the findings of the author's doctoral research. They resulted in a stronger emphasis on self-reflection about student's personal history of the arts and an assessment dedicated to developing practical skills in relation to a chosen arts domain.
Descriptors: Preservice Teachers, Preservice Teacher Education, Art Education, Art Teachers, Pedagogical Content Knowledge, Foreign Countries, Early Childhood Education, Self Efficacy, Culturally Relevant Education, Professional Identity
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A