This timely book presents an innovative approach to early career art teacher mentoring informed by both the philosophy of Reggio Emilia and an ontology of immanence while simultaneously illuminating the experiences of the teacher-participants as co-inquirers within the contemporary milieu of public education in the United States.
This timely book presents an innovative approach to early career art teacher mentoring informed by both the philosophy of Reggio Emilia and an ontology of immanence while simultaneously illuminating the experiences of the teacher-participants as co-inquirers within the contemporary milieu of public education in the United States.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Christina Hanawalt is an Associate Professor of Art Education at The University of Georgia, Athens. Christina's primary research is situated within the context of early career art teaching, especially as understood through arts-based methodologies and poststructural theories. Through this work, she aims to both interrogate and intervene in the complex network of relations that exists at the intersections of art, education, and schooling in the US. Christina also pursues historical research and is an Associate Editor for the International Journal of Education and the Arts. Brooke Anne Hofsess is an associate professor of art education at Appalachian State University. Commitments to creative, ecological, and relational pedagogies and methodologies inform her research in the field of art education. Her artistic practice occurs at the intersection of book arts and alternative photographic processes-influencing her approaches to teaching, learning and inquiring. She is the author of Unfolding Afterglow: Letters and Conversations on Teacher Renewal, and a past recipient of the NAEA Elliot Eisner Doctoral Research Award.
Inhaltsangabe
Introduction Part I: Reconceptualizing Mentornig for Early Career Teachers 1. Characterizing the Contexts of Art Education and Early Career Teacher Mentoring in the United States 2. Reconceptualizing Mentoring as Reggio-Inspired 3. Developing a Reggio-Inspired Teacher Inquiry Group Interlude: Thinking with Theory in Mentoring-as-Research 4. Mentoring Through/As Evocative Analysis Part II: Evolving Compositions of the Teacher Inquiry Group Interlude: Disruptive Moments of Emergence 5. Composing with (Stolen) Hundreds 6. Articulating the Vital Presence of the Teacher Inquiry Group On the Topic of Listening: Gifts + Provocations Afterword References
Introduction Part I: Reconceptualizing Mentornig for Early Career Teachers 1. Characterizing the Contexts of Art Education and Early Career Teacher Mentoring in the United States 2. Reconceptualizing Mentoring as Reggio-Inspired 3. Developing a Reggio-Inspired Teacher Inquiry Group Interlude: Thinking with Theory in Mentoring-as-Research 4. Mentoring Through/As Evocative Analysis Part II: Evolving Compositions of the Teacher Inquiry Group Interlude: Disruptive Moments of Emergence 5. Composing with (Stolen) Hundreds 6. Articulating the Vital Presence of the Teacher Inquiry Group On the Topic of Listening: Gifts + Provocations Afterword References
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