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首页> 外文期刊>Qualitative research journal >Investigating pre-service teacher learning: transformations and artful mindshift
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Investigating pre-service teacher learning: transformations and artful mindshift

机译：调查服务前的教师学习：转型和艺术思维

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摘要

Purpose - This research explores the ways in which a pre-service teacher (Deidre) reflects on experiences to develop transformation into a professional educator. This study investigates how pre-service teachers engage in dialogue and art to elaborate and reflect on learning experiences, which provide evidence of mindshift and emergent knowledge and teacher identity. Design/methodology/approach - Often difficult to measure and trace, this work presents the emerging transformation of a pre-service teacher through ethnographic methodology, stories and artful practice. Findings - As part of a larger study, the design reveals transformative mindshift from pre-service teacher reflective stories. Data from interviews and artful practice reveal evidence of moments of pedagogical impact, which contribute to identity and professional practice (Clandinin et al, 2006; Loughran, 2006). Social implications - Focusing on "what", "when" and "how" transitions occur is explored to further understand the professional development in initial teacher education. Originality/value - Building on research undertaken by Cochran-Smith and Lytle (1999), this investigation draws on artful reflections and stories to evidence elements of powerful pedagogical learning in order to teach in the world of professional practice.
机译：目的 - 这项研究探讨了服务前教师（Deidre）反映了发展转型的经验，探讨了培养员工的经验。本研究调查了服务前的教师如何从事对话和艺术来详细说明并反思学习经验，这提供了思维和新兴知识和教师身份的证据。设计/方法/方法 - 通常难以衡量和追踪，这项工作通过民族志方法，故事和艺术实践介绍了预先服务教师的新兴转型。调查结果 - 作为更大的研究的一部分，设计揭示了从服务前的教师反思故事中的变革性思维。来自访谈和艺术实践的数据显示了教学影响力矩的证据，这有助于身份和专业实践（Clandinin等，2006; Loughran，2006）。社会影响 - 专注于“什么”，“何时”和“如何”过渡发生，以进一步了解初始教师教育中的专业发展。 Cochran-Smith和Lytle（1999）开展的原创性/价值 - 建立研究（1999年），这对艺术反思和故事提出了强大的教学学习的证据，以便在专业实践中教授。

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