NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ885431
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1871-1871
Disrupting the Taken for Granted: Exploring Urban Teacher Candidate Experiences in Aesthetic Education
Franklin, Catherine; Johnson, Gretchen
Thinking Skills and Creativity, v5 n2 p83-96 2010
This qualitative research study explores the experiences of a diverse group of teacher candidates engaging in an aesthetic line of inquiry within two teacher preparation courses at a large, public urban university in New York City. Research centered on the question "What are the different ways that teacher candidates make meaning from a collaborative aesthetic experience and how do they connect this experience to their emerging practice and beliefs as educators?" Emerging findings from this study of two classes, one at the undergraduate level and one at the graduate level, suggest that engagement in an aesthetic line of inquiry can become an invaluable "touchstone" for exploring and/or challenging teacher candidate notions about the role of art in their future practice as educators. (Contains 3 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York