<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The intent to structure valuable learning experiences, focusing on student-teachers’ exercise of pedagogical creativity and informed critical reasoning, may prove particularly challenging in the current national curriculum for pre-service teacher education. It is proposed here a reflective view of the challenges to arts pre-service student-teachers understandings of concepts and processes related to curriculum development; findings of previous empirical exploratory research questioning student-teachers conceptions of learning, and identity issues related to induction practices drawing heavily on apprenticeship models of learning feed into the proposed analysis. It is concluded on possible conceptual and methodological shifts towards understanding learning in teacher education.</p></abstract>

The intent to structure valuable learning experiences, focusing on student-teachers’ exercise of pedagogical creativity and informed critical reasoning, may prove particularly challenging in the current national curriculum for pre-service teacher education. It is proposed here a reflective view of the challenges to arts pre-service student-teachers understandings of concepts and processes related to curriculum development; findings of previous empirical exploratory research questioning student-teachers conceptions of learning, and identity issues related to induction practices drawing heavily on apprenticeship models of learning feed into the proposed analysis. It is concluded on possible conceptual and methodological shifts towards understanding learning in teacher education.

1. Challenges to Understanding Curriculum Development: Lessons from a Pedagogy Class with Arts Pre-Service Student-Teachers

Associate Professor PhD, “George Enescu” University of Arts from Iaşi of Romania

Review of Artistic Education

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

The intent to structure valuable learning experiences, focusing on student-teachers’ exercise of pedagogical creativity and informed critical reasoning, may...

1. Challenges to Understanding Curriculum Development: Lessons from a Pedagogy Class with Arts Pre-Service Student-Teachers

Publié en ligne: 04 avr. 2016

Pages: 204 - 208

DOI: https://doi.org/10.1515/rae-2016-0025

Mots clés
challenges, learning, teacher education, curriculum development

© 2016 Mihaela Mitescu Manea, published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

1. Challenges to Understanding Curriculum Development: Lessons from a Pedagogy Class with Arts Pre-Service Student-Teachers

Publié en ligne: 04 avr. 2016

Pages: 204 - 208

DOI: https://doi.org/10.1515/rae-2016-0025

Mots cléschallenges, learning, teacher education, curriculum development

© 2016 Mihaela Mitescu Manea, published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
challenges, learning, teacher education, curriculum development