87 research outputs found
The use of learner-generated drawings in the development of music students’ teacher identities
Identity development is a continuous process framed within changing social contexts, and is particularly problematic for musicians and other artists whose work contradicts the mythologized image of the artist. The purpose of this article is to examine the professional growth of music students in relation to developing teacher identities. The article reports on the use of learner-generated drawings and journal reflections produced by music performance and education majors; in particular, the article probes students’ perceptions of teaching within a traditional career hierarchy that favours performance and artistic creation above all else. Whilst initial student drawings illustrated traditional images of the teacher as knowledge giver, these gave way to student-centred images in which students appeared to identify with teaching in new ways. The combination of textual and non-textual data provided insights that would not otherwise have been evident, and the consideration of ‘possible selves’ became a useful tool in the explorations of identity and career
Conceptual learning : the priority for higher education
The common sense notion of learning as the all-pervasive acquisition of new behaviour and knowledge, made vivid by experience, is an incomplete characterisation, because it assumes that the learning of behaviour and the learning of knowledge are indistinguishable, and that acquisition constitutes learning without reference to transfer. A psychological level of analysis is used to argue that conceptual learning should have priority in higher education
Layers of Learning: A Cross-Institutional Self Study of Several Teacher Educators\u27 Action Research Projects and the Influence of the Group on Those Projects
Teacher educators’ enactment of pedagogies that prioritise learning about meaningful physical education
Validation of a reflective practice rubric for evaluating the complexity of teacher candidate digital and written reflections
Making Inquiry a Habit of Mind: Learning to use inquiry to understand and improve practice
Teacher Learning in Scaffolding Children’s Collaborative Dialogue in a Chinese Elementary School
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