| Popis: |
This study, part of a broader qualitative investigation, examines the content choices and teaching practices of two secondary art teachers using case study methods. A two-part case study on each teacher (Carter, 1990) provides the context and depicts a typical lesson. A framework of four organizing domains, rendered from the comparison and contrast of the cases (Spradley, 1979), discloses the idiosyncratic and individual qualities of each teacher's thought and action patterns. A common theoretical construct –dissonance – appeared interwoven within both cases, as each teacher modified her preferred teaching theories and beliefs within her own classroom setting. By examining similar contextualized images of art teaching, such as these, Doyle's (1990) notion of a “common language of classrooms” may emerge, thus enabling art educators to describe and discuss the content and pedagogical knowledge art teachers enact in classrooms. |
