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Inquiry-Based Visual Arts Approach: A Self Study- [electronic resource]
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Inquiry-Based Visual Arts Approach: A Self Study- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101931
- ISBN
- 9798380181549
- DDC
- 370
- 서명/저자
- Inquiry-Based Visual Arts Approach: A Self Study - [electronic resource]
- 발행사항
- [S.l.]: : The Ohio State University., 2018
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2018
- 형태사항
- 1 online resource(249 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
- 주기사항
- Advisor: Katz, Laurie.
- 학위논문주기
- Thesis (Ph.D.)--The Ohio State University, 2018.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Research (Ling, Sharifah & Hasnah, 2014; Rohaty, 2003) has shown that Malaysian preschool teachers, despite knowing and understanding the importance of visual arts and inquiry-based learning, lack the theoretical knowledge and practical training that would enable them to implement the approach in their teaching (Ling, Sharifah and Hasnah, 2014; Rohaty, 2003). To educate practicing teachers already in the system to implement these approaches, a professional development course within a self-study inquiry frame was designed and developed. The professional development course which I designed was named "The Inquiry Based Visual Arts Approach (IBVAA) and was specifically developed for already practicing teachers. The course was based on a combination of principles, namely those that are the foundations of visual arts learning, inquiry- based teaching and learning, the Reggio Emilia approach, constructivism and the Spiral Curriculum (1960). Since this is the first time a professional development course on IBVAA was implemented, the course was taught within a self-study research frame to enable examination of my own teaching as well as to refine the professional development course in the process. Two main objectives of this research were: (1) to identify the course materials, activities and instructional practices that promote or constrain practicing teachers' interest and understanding of the approach, and (2), to modify the IBVAA professional development course so designed based on participant feedback. Ten practicing teachers participated in the study that was conducted in a preschool in Malaysia over two months (March -May 2017). Data included participant observations, field notes, reflective journals, interviews, and pre and post-participation surveys. A thematic analysis was used to describe the main findings, namely: hands-on activities and instructional practices such as discussion, humor and lecture did indeed foster participant engagement and interest, and developed participants' understanding of the nature of the approach, its goals, and its practices. Some changes (i.e. reducing the amount of lecture, adding more graphics, figures, mind-maps to PowerPoint slides and telling more stories of my experience) were made in this first iteration of the course. I anticipate the need, however, to continue refining the course in terms of materials, instructional practices, activities, content/topic, potential venues and time-span/duration of the course as I continue to offer it for professional development purposes in the future.
- 일반주제명
- Education.
- 일반주제명
- Asian studies.
- 일반주제명
- Teacher education.
- 키워드
- Teacher training
- 키워드
- Visual arts
- 키워드
- Malaysia
- 기타저자
- The Ohio State University EDU Teaching and Learning
- 기본자료저록
- Dissertations Abstracts International. 85-03A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008240612s2018 us |||||||||||||||c||eng d■001000016935435
■00520240214101931
■006m o d
■007cr#unu||||||||
■020 ▼a9798380181549
■035 ▼a(MiAaPQ)AAI30723606
■035 ▼a(MiAaPQ)OhioLINKosu1529623380341233
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aMohd Radzi, Fatin Aliana.
■24510▼aInquiry-Based Visual Arts Approach: A Self Study▼h[electronic resource]
■260 ▼a[S.l.]:▼bThe Ohio State University. ▼c2018
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2018
■300 ▼a1 online resource(249 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-03, Section: A.
■500 ▼aAdvisor: Katz, Laurie.
■5021 ▼aThesis (Ph.D.)--The Ohio State University, 2018.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aResearch (Ling, Sharifah & Hasnah, 2014; Rohaty, 2003) has shown that Malaysian preschool teachers, despite knowing and understanding the importance of visual arts and inquiry-based learning, lack the theoretical knowledge and practical training that would enable them to implement the approach in their teaching (Ling, Sharifah and Hasnah, 2014; Rohaty, 2003). To educate practicing teachers already in the system to implement these approaches, a professional development course within a self-study inquiry frame was designed and developed. The professional development course which I designed was named "The Inquiry Based Visual Arts Approach (IBVAA) and was specifically developed for already practicing teachers. The course was based on a combination of principles, namely those that are the foundations of visual arts learning, inquiry- based teaching and learning, the Reggio Emilia approach, constructivism and the Spiral Curriculum (1960). Since this is the first time a professional development course on IBVAA was implemented, the course was taught within a self-study research frame to enable examination of my own teaching as well as to refine the professional development course in the process. Two main objectives of this research were: (1) to identify the course materials, activities and instructional practices that promote or constrain practicing teachers' interest and understanding of the approach, and (2), to modify the IBVAA professional development course so designed based on participant feedback. Ten practicing teachers participated in the study that was conducted in a preschool in Malaysia over two months (March -May 2017). Data included participant observations, field notes, reflective journals, interviews, and pre and post-participation surveys. A thematic analysis was used to describe the main findings, namely: hands-on activities and instructional practices such as discussion, humor and lecture did indeed foster participant engagement and interest, and developed participants' understanding of the nature of the approach, its goals, and its practices. Some changes (i.e. reducing the amount of lecture, adding more graphics, figures, mind-maps to PowerPoint slides and telling more stories of my experience) were made in this first iteration of the course. I anticipate the need, however, to continue refining the course in terms of materials, instructional practices, activities, content/topic, potential venues and time-span/duration of the course as I continue to offer it for professional development purposes in the future.
■590 ▼aSchool code: 0168.
■650 4▼aEducation.
■650 4▼aAsian studies.
■650 4▼aEarly childhood education.
■650 4▼aTeacher education.
■653 ▼aProfessional development
■653 ▼aTeacher training
■653 ▼aVisual arts
■653 ▼aPreschool teachers
■653 ▼aMalaysia
■690 ▼a0515
■690 ▼a0530
■690 ▼a0518
■690 ▼a0342
■71020▼aThe Ohio State University▼bEDU Teaching and Learning.
■7730 ▼tDissertations Abstracts International▼g85-03A.
■773 ▼tDissertation Abstract International
■790 ▼a0168
■791 ▼aPh.D.
■792 ▼a2018
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16935435▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
