Andere Kunden interessierten sich auch für
![The Collective Eye in conversation with ruangrupa]( "The Collective Eye in conversation with ruangrupa")
The Collective Eye in conversation with ruangrupa24,00 €![Isabelle Cornaro]( "Isabelle Cornaro")
Isabelle Cornaro15,00 €![Latifa Echakhch]( "Latifa Echakhch")
Latifa Echakhch15,00 €![Soft Power: A Conversation for the Future]( "Soft Power: A Conversation for the Future")
Soft Power: A Conversation for the Future39,99 €![That Which Is Not Drawn: In Conversation]( "That Which Is Not Drawn: In Conversation")
That Which Is Not Drawn: In Conversation21,99 €![Silvie Defraoui]( "Silvie Defraoui")
Silvie Defraoui15,00 €![Jan van Eyck]( "Jan van Eyck")
Jan van Eyck51,99 €
This book explores how the author became the person
she is today and how that journey influenced her
beliefs of art education. In short, she was
researching the intersection of her own identities as
she faced each of them in context. From this journey,
she makes the case that investigating multiple
identities is crucial because of the lack of emphasis
on reflecting about personal experience in Taiwanese
preservice education.
This study uses autoethnography as methodology in
research. Through a long-term reflective writing from
2007 to 2008, the intertwine of the author''s own
stories and artworks allowed her to discover
identities from different contexts. It also
illustrates a framework for the identity formation of
the preservice teacher.
The study has implications for today''s preservice
teacher training and art education, and serves as an
example to support the academic group that has been
continually voicing their stories through
autoethnography.
she is today and how that journey influenced her
beliefs of art education. In short, she was
researching the intersection of her own identities as
she faced each of them in context. From this journey,
she makes the case that investigating multiple
identities is crucial because of the lack of emphasis
on reflecting about personal experience in Taiwanese
preservice education.
This study uses autoethnography as methodology in
research. Through a long-term reflective writing from
2007 to 2008, the intertwine of the author''s own
stories and artworks allowed her to discover
identities from different contexts. It also
illustrates a framework for the identity formation of
the preservice teacher.
The study has implications for today''s preservice
teacher training and art education, and serves as an
example to support the academic group that has been
continually voicing their stories through
autoethnography.