ABSTRACT

This paper draws on data from an ongoing study on pre-service (PS) teachers’ perceptions of early childhood/elementary classrooms, conducted during a university course on arts and creativity in early childhood education (ECE). The study focuses on PS teachers’ perspectives on arts and material pedagogies in ECE classrooms via pre- and post-class drawings of an ideal classroom and written reflections. The findings reveal that PS teachers’ perceptions of and experience with materials and environment in the classroom may have a direct influence on ways they incorporate materials and environment in their future pedagogies. The study also shows ways in which university coursework and field experiences both compliment and come into tension with one another. We conclude with implications for early childhood/elementary teacher education.

摘要

本文借鉴了一项正在进行的关于职前 (PS) 教师对幼儿/小学课堂的看法的研究的数据，该研究是在一门关于幼儿教育 (ECE) 艺术和创造力的大学课程中进行的。该研究通过理想课堂的课前和课后绘画和书面反思，侧重于 PS 教师对 ECE 课堂艺术和材料教学法的看法。研究结果表明，PS 教师对课堂材料和环境的看法和体验可能直接影响他们在未来教学中融入材料和环境的方式。该研究还展示了大学课程和实地体验之间相互补充和紧张的方式。我们总结了对幼儿/小学教师教育的影响。