When constellations align : What early childhood preservice teachers need from online learning to become confident and competent teachers of the arts

Journal article

Cain, Melissa, Burke, Katie and Nislev, Eva. (2024). When constellations align : What early childhood preservice teachers need from online learning to become confident and competent teachers of the arts. British Educational Research Journal. 50(1), pp. 331-347. https://doi.org/10.1002/berj.3924
AuthorsCain, Melissa, Burke, Katie and Nislev, Eva
Abstract

Pre-service teachers need to experience authentic arts activities to confidently impart the quality arts engagement that young learners deserve. Most importantly, these experiences should contribute to shaping emerging teacher identities. We sought to understand the student experience of online early childhood pre-service in their arts courses, and what they need to become competent and confident teachers of the arts. Using data from 51 responses to a 24-question qualitative survey distributed across three Australian universities, we engaged in the methodological process of qualitative bricolage to present a story constellation offering important insights for online teacher-educators in the arts.

Keywordsarts education; early childhood (EC); narrative inquiry; online learning; teacher identities
Year01 Jan 2024
JournalBritish Educational Research Journal
Journal citation50 (1), pp. 331-347
PublisherWiley-Blackwell Publishing Ltd. (UK)
ISSN0141-1926
Digital Object Identifier (DOI)https://doi.org/10.1002/berj.3924
Web address (URL)https://bera-journals.onlinelibrary.wiley.com/doi/10.1002/berj.3924
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range331-347
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online06 Nov 2023
Publication process dates
Accepted16 Oct 2023
Deposited05 Jul 2024
Additional information

© 2023 The Authors. British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association.

This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

Place of publicationUnited Kingdom
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