Arts at the core: Considerations of cultural competence for secondary pre-service teachers in the age of Common Core and the Every Student Succeeds Act

Pandemic Portals and Radical Imaginations: Employing Critical Arts-Based Pedagogies Toward Racial Justice with Secondary Preservice English Teachers

“…They concluded that teacher education programs must bring creativity-related experiences to PSTs to counter the didacticism and creative suppression of higher education and to prepare “creative teachers capable of leading future change within the education system” (p. 515). Shockley and Krakaur (2021) affirmed these findings, highlighting that even though many teacher preparation programs focus on constructing rigorous educational course sequences grounded in subject matter content and methods, making space for creative processes in teacher education can assist PSTs in broadening their cultural competencies and enhancing their ability to engage in culturally relevant problem solving. Anderson and others (2021) corroborated these recommendations, advising that even though many teachers possess the potential to engage in creativity-informed pedagogies, scaffolded creative exercises in teacher training programs can enable PSTs’ creativity to grow, help them become comfortable with creative risk taking, and develop their potential to become creative educators.…”

“…Thus, like other scholars who have foregrounded creativity-related experiences and utilized critical arts-based pedagogies in teacher preparation courses, I found that engaging in this form of teaching was not easy. However, the difficulties differed from issues expressed by some arts-based scholars (e.g., lack of time and opportunities to be creative, limited pedagogical knowledge about creative processes, regulated and often inflexible curricula, and balancing external demands and expectations) (Shockley & Krakaur, 2021). The PSTs had ample opportunities for creativity, and, as a scholar-artist, I do have knowledge about various creative processes.…”

“…Together, these scholars suggest that even though numerous barriers to the inclusion of creative and imaginative activities, assignments, and discussions in higher education exist (e.g., lack of time and opportunities to be creative, limited pedagogical knowledge about creative processes, regulated and often inflexible curricula, and balancing external demands and expectations) (Shockley & Krakaur, 2021), teacher educators must help PSTs engage their imaginative processes and build their creative capacities by including creativity-related exercises in the classroom. In doing so, PSTs have room to counter traditional educational methods and processes, build their cultural competencies, engage in pedagogical risk taking, and prepare for the possibilities of educational change.…”

Metaphorical Perceptions of Preservice Teachers Enrolled in Different Departments About the Concept of “Art”: The Case of Bartın University, Faculty of Education

“…This approach provides important advantages in increasing the quality of education, and it is also highlighted in contemporary education (Ilić, 2017). Studies on the subject have revealed results that support this situation (Hausman, 1967;Perry & Edwards, 2021;Shockley & Krakaur, 2021).…”

Utvikling av profesjonskompetanse: Estetiske læreprosesser i yrkesfaglærerutdanning – En utforskende kvalitativ studie av norske yrkesfaglærerstudenters erfaringer med estetiske læreprosesser i en digital kontekst

“…Bakgrunnen for dette er blant annet å finne i OECD's 21st century skills hvor soft skills (sosial kompetanse) som samarbeid, kritisk tenkning, kreativitet og kommunikasjon anses som nøkkelkvalifikasjoner nødvendig for livslang laering, og det å mestre arbeidslivet (DiBenedetto, 2019). Flere forskere hevder at estetiske laereprosesser i utdanning generelt (Biesta, 2017), og i laererutdanning spesielt (Shockley & Krakaur, 2021) vil imøtekomme OECD's uttrykte forventinger til det globale utdanningssystemet i det 21. århundre. I likhet med andre laererstudenter bør derfor fremtidige yrkesfaglaererstudenter gis muligheten til å utforske den estetiske dimensjonen av laering og undervisning med relevans for det didaktiske arbeidet laererstudenten skal ha ansvar for i skolen (Kunnskapsdepartementet, 2013;NOU 2015:8).…”