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Integrated Arts Education: Perspectives and Practices of Teacher-Educators and Student-Teachers.

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Title: Integrated Arts Education: Perspectives and Practices of Teacher-Educators and Student-Teachers.
Authors: Johnson, Daniel C.1 (AUTHOR) johnsond@uncw.edu, Harney, Kristin2 (AUTHOR), Languell-Pudelka, Amorette B.3 (AUTHOR), Kanzler, Caroline4 (AUTHOR)
Source: Teacher Educator. Apr-Jun2024, Vol. 59 Issue 2, p259-277. 19p.
Subject Terms: *Teacher development, *Arts education, *Teachers, *Interdisciplinary education, *Universities & colleges, Themes in art
Abstract: Integrated arts education (IAE) promotes authentic interdisciplinary connections, linking the arts with other subjects in meaningful ways. In this intrinsic case study, we explored perspectives of teacher-educators and non-arts student-teacher interns regarding the ways pre-service K-8 classroom teachers are prepared to incorporate IAE into their future instruction. We selected three higher education institutions requiring integrated-arts methods courses in the elementary education curriculum, then interviewed corresponding teacher-educators and surveyed student-teachers. We analyzed interview data inductively and deductively, while conducting cross-case analysis with focused coding. We found that teacher-educators' objectives and instructional activities aligned with their IAE perspectives, student-teachers indicated their intent to create and deliver IAE lessons, and participants highlighted strategies and barriers related to confidence and developing IAE pedagogy. We recommend practical, meaningful instruction that facilitates undergraduate students' arts integration practices and ongoing professional development for in-service teachers in order to promote in-depth interdisciplinary education and highlight authentic arts integration. [ABSTRACT FROM AUTHOR]
Copyright of Teacher Educator is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Integrated Arts Education: Perspectives and Practices of Teacher-Educators and Student-Teachers.
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  Data: <searchLink fieldCode="JN" term="%22Teacher+Educator%22">Teacher Educator</searchLink>. Apr-Jun2024, Vol. 59 Issue 2, p259-277. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Arts+education%22">Arts education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Themes+in+art%22">Themes in art</searchLink>
– Name: Abstract
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  Data: Integrated arts education (IAE) promotes authentic interdisciplinary connections, linking the arts with other subjects in meaningful ways. In this intrinsic case study, we explored perspectives of teacher-educators and non-arts student-teacher interns regarding the ways pre-service K-8 classroom teachers are prepared to incorporate IAE into their future instruction. We selected three higher education institutions requiring integrated-arts methods courses in the elementary education curriculum, then interviewed corresponding teacher-educators and surveyed student-teachers. We analyzed interview data inductively and deductively, while conducting cross-case analysis with focused coding. We found that teacher-educators' objectives and instructional activities aligned with their IAE perspectives, student-teachers indicated their intent to create and deliver IAE lessons, and participants highlighted strategies and barriers related to confidence and developing IAE pedagogy. We recommend practical, meaningful instruction that facilitates undergraduate students' arts integration practices and ongoing professional development for in-service teachers in order to promote in-depth interdisciplinary education and highlight authentic arts integration. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teacher Educator is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/08878730.2023.2272182
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      – Code: eng
        Text: English
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        PageCount: 19
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      – SubjectFull: Teacher development
        Type: general
      – SubjectFull: Arts education
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      – SubjectFull: Teachers
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      – SubjectFull: Interdisciplinary education
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      – SubjectFull: Universities & colleges
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      – SubjectFull: Themes in art
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            NameFull: Languell-Pudelka, Amorette B.
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            – D: 01
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              Text: Apr-Jun2024
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              Y: 2024
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