ERIC Number: EJ954790
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1047-6210
EISSN: N/A
Co-Constructing Imaginative Spaces: Public Art in Pre-Service Teacher Education
Hirsch, Miriam
Teaching Education, v23 n1 p9-24 2012
This documentary account explores the potential of public art pedagogy to co-construct imaginative spaces in pre-service teacher education. Based upon a collaborative venture between two professors and an arts-based educational organization, the present article describes and analyzes key features and relations that were influential in transforming the response of a resistant professor and students. Using arts-based educational research methodology, this research finds that at least five thematic ingredients were influential in designing an education event with public art that promoted the generation of imaginative inquiry in teacher education: a base of trust; a naturalistic encounter; the choice to "shake-it-up"; a jolt of awareness; and a longer shelf-life. Strategies and insights for furthering the integration of public art into pre-service teacher education are included. (Contains 1 note.)
Descriptors: Preservice Teacher Education, Art Education, Art Products, Imagination, Inquiry, Units of Study, Trust (Psychology), Learning Experience
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A