Educating teachers in an integrated arts curriculum : a rationale and pilot study

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Annie L. VanZandt Bell (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
David E. Purpel

Abstract: The major purpose of this study was to develop a rationale for a teacher training program and design a curriculum for student teachers compatible with a specific school curriculum. The study was designed to provide experiential learning in a context analogous to a classroom situation so student teachers could learn as they expect their students to learn. An assumption was made that teachers who experience self-directed learning will be more likely to integrate the insights gained from their own learning into their classroom teaching. The investigation was made to examine issues and gain insight into some of the problems and practices common in teacher education programs. The sample of subjects consisted of twelve student teachers beginning their final semester of professional block courses culminating in practice teaching. All of the subjects were assigned randomly to the writer as student teacher advisees. A workshop format was designed and adopted in place of the traditional student teaching seminar. The curriculum was designed on the basis of research into the ideas of Dewey, Piaget, Hunt, and others whose educational philosophies accept education as a cognitive-developmental ideology. This program was an attempt to make optimal use of interaction processes to make the cognitive and affective modes of assimilating and responding to experiences mutually supportive.

Additional Information

Language: English
Date: 1974
Art $x Study and teaching
Art $x Study and teaching $z United States $x Curricula
Teachers $x Training of

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