ERIC Number: EJ1084712
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 30
Transformative Curriculum: "I Felt Like an Artist"
Krieg, Susan; Jovanovic, Jessie
Journal of Early Childhood Teacher Education, v36 n4 p396-409 2015
Contemporary early childhood teacher education is situated in a knowledge and policy environment where on the one hand preservice educators have the opportunity to connect with unlimited knowledge sources and, on the other, are expected to conform to standardized outcomes. This situation is compounded by increasingly inequitable learning outcomes for children in many countries. In this paper, we argue that this context demands different ways of teaching and learning in early childhood teacher education and that in order to address increasing inequity, preservice educators must experience a transformative university curriculum. This paper uses the example of an arts topic, with a particular focus on music, to examine ways of positioning preservice educators that open up, rather than restrict opportunities to reconceptualize early childhood curriculum. The authors examine data from curriculum documents and student reflections in order to discuss the intended (planned), enacted (implemented) and experienced university curriculum.
Descriptors: Transformative Learning, Early Childhood Education, Student Attitudes, Preservice Teachers, Teacher Education, Outcomes of Education, Art Education, Music, Equal Education, Educational Policy, Teaching Methods, Learning Processes, Specialists, Workshops, Teacher Education Curriculum, Artists, Foreign Countries, Music Education
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Australia