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ERIC Number: EJ1179688
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1554-480X
Stepping onto Fertile Ground: Urban Teachers' Preparation for Interdisciplinary Inquiry
Doerr-Stevens, Candance; Woywod, Christine
Pedagogies: An International Journal, v13 n2 p164-180 2018
Contextualized by efforts to support arts integration in one of the largest school districts in the United States, this qualitative study examines the experiences of educators as they participate in various arts-centred forms of professional development. Drawing on the work of, the tenets of arts-centered learning, the authors use Mediated Discourse Analysis and Teachers' Life Histories to account for the social, personal and political processes and activity involved in making meaning and shaping dispositions towards teaching in and through the arts. Findings reveal how arts-centred programming can promote growth in educators' confidence creating curriculum in the arts and collaborating with artists and other teachers, but suggest that embodied practices within interdisciplinary teams and continued coaching are key as educators prepare for guiding students through interdisciplinary inquiry and implementing arts-centred programming. Three fields of emergence for learning within this study include (1) Enactment of Artist-As-Teacher & Teacher-As-Artist (2) Multimodal Inquiry via Group Art-Making; and (3) Collaborative Curriculum Design. These fields of emergence are considered as interdisciplinary traversals, representing educators' movements across disciplinary boundaries and between associated identities.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Wisconsin (Milwaukee)