International Journal of Computer Science & Network Security

국제컴퓨터통신보호논문지학회 (International Journal of Computer Science & Network Security)
권호 표지
DOI QR코드

DOI QR Code

Model of Future Teacher's Professional Labor Training (Art & Craft Teacher)

  • Tytarenko, Valentyna (Faculty of Technology and Design, Korolenko National Pedagogical University) ;
  • Tsyna, Andriy (Faculty of Technology and Design, Head of the Department of Theory and Methods of Technological Education, Korolenko National Pedagogical University) ;
  • Tytarenko, Valerii (Department Of Production And Information Technologies and BJD, Korolenko National Pedagogical University) ;
  • Blyzniuk, Mykola (Faculty of Technology and Design, Department of Theory and Methods of Technological Education, Korolenko National Pedagogical University) ;
  • Kudria, Oksana (Department of Production Information Technologies and Life Safety, Faculty of Technology and Design, Korolenko National Pedagogical University)
  • 투고 : 2021.03.05
  • 발행 : 2021.03.30
PDF 다운로드
⟨ 이전 논문 다음 논문 ⟩

초록

Economic transformations have led to an increase in the role of creative assets and their central role in public life. Changes in creative activity have led to a change in the organization of the work of institutes engaged in the training of specialists, in particular teachers of labor education. Methods and approaches to training determine the development of creative industries, being the basis for models of professional training of future teachers of labor training. The purpose of an article was to develop a modern model of professional training of future teachers of labor training based on the concept of creative economy. The methodology is based on the concepts of holistic craft and creative economy. Based on the integration of pedagogical learning models "Craft as design and problem-solving", "Craft as skill and knowledge building", "Craft as product-making" and "Craft as self-expression" developed and experimentally confirmed the conceptual model of professional training of future teachers of labor training. The proposed model forms a practitioner with professional, technical, digital and creative skills who is able to transfer the experience to students. The training course "Creativity and creative thinking" has been developed. The model provided for the development of a course based on the strategy of developing professional creativity, flexibility, improvisation, openness, student activity, joint practice, student-oriented approach. The practical value implies the adaptation of the developed model of professional training of future teachers of labor education during the training of teachers in higher education, which is confirmed in the experiment.

키워드

참고문헌

  1. Al-Amri, M. (2006). Art and craft education and its institutions in Oman. In Conference paper for The 1st World Conference on Arts Education, UNESCO, Lisbon (pp. 6-9).
  2. Ashton, D. (2015). Creative work careers: pathways and portfolios for the creative economy. Journal of Education and Work, 28(4), 388-406. https://doi.org/10.1080/13639080.2014.997685
  3. Banks, M., & Oakley, K. (2016). The dance goes on forever? Art schools, class and UK higher education. International Journal of Cultural Policy, 22(1), 41-57. https://doi.org/10.1080/10286632.2015.1101082
  4. Bridgstock, R., & Cunningham, S. (2016). Creative labour and graduate outcomes: Implications for higher education and cultural policy. International journal of cultural policy, 22(1), 10-26. https://doi.org/10.1080/10286632.2015.1101086
  5. Bridgstock, R., Goldsmith, B., Rodgers, J., & Hearn, G. (2015). Creative graduate pathways within and beyond the creative industries. Journal of Education and Work, 28(4), 333-345. https://doi.org/10.1080/13639080.2014.997682
  6. Craft, A., Cremin, T., Hay, P., & Clack, J. (2014). Creative primary schools: developing and maintaining pedagogy for creativity. Ethnography and Education, 9(1), 16-34. https://doi.org/10.1080/17457823.2013.828474
  7. Daichendt, G. J. (2009). Redefining the artist-teacher. Art Education, 62(5), 33-38. https://doi.org/10.1080/00043125.2009.11519035
  8. Darling-Hammond, L. (2005). Teaching as a profession: Lessons in teacher preparation and professional development. Phi delta kappan, 87(3), 237-240. https://doi.org/10.1177%2F003172170508700318 https://doi.org/10.1177%2F003172170508700318
  9. de Arriba, R., Girardi, G., & Vidagan, M. (2019). Contemporary art in higher education: Creative pedagogies in political economy. Thinking Skills and Creativity, 33, 100577. https://doi.org/10.1016/j.tsc.2019.100577
  10. European Union (2009). Official launch of the European Year of Creativity and Innovation 2009. Available at: https://ec.europa.eu/commission/presscorner/detail/en/IP_09_3
  11. Frenette, A., & Tepper, S. J. (2016). What difference does it make? Assessing the effects of arts-based training on career pathways. Higher education and the creative economy: Beyond the campus, 83-101.
  12. Garber, E. (2002). Craft education in Finland: definitions, rationales and the future. International Journal of Art & Design Education, 21(2), 132-145. https://doi.org/10.1111/1468-5949.00308
  13. Harris, A., & Ammermann, M. (2016). The changing face of creativity in Australian education. Teaching Education, 27(1), 103-113. https://doi.org/10.1080/10476210.2015.1077379
  14. Hiebert, J., Morris, A. K., & Glass, B. (2003). Learning to learn to teach: An"experiment" model for teaching and teacher preparation in mathematics. Journal of mathematics teacher education, 6(3), 201-222. https://doi.org/10.1023/A:1025162108648
  15. Hursen, C., & Islek, D. (2016). Art and craft teachers' views regarding outdoor education approach along with identification of their training needs. International Journal of Educational Sciences, 15(1-2), 1-13. https://doi.org/10.1080/09751122.2016.11890508
  16. Ihatsu, A. M. (2002). Making sense of contemporary American craft. University of joensuu Publications in Education. Available from URL: https://ci.nii.ac.jp/naid/10016762081/
  17. Jakob, D., & Thomas, N. J. (2017). Firing up craft capital: the renaissance of craft and craft policy in the United Kingdom. International Journal of Cultural Policy, 23(4), 495-511. https://doi.org/10.1080/10286632.2015.1068765
  18. Jeffrey*, B., & Craft, A. (2004). Teaching creatively and teaching for creativity: distinctions and relationships. Educational studies, 30(1), 77-87. https://doi.org/10.1080/0305569032000159750
  19. Karppinen, S. (2008). Craft-Art as a Basis for Human Activity. International Journal of Art & Design Education, 27(1), 83-90. https://doi.org/10.1111/j.1476-8070.2008.00560.x
  20. Lindfors, L. (1999). Sloyd Education in the Cultural Struggle. Part VIII. An Outline of a Sloyd Educational Theory. Report No. 4. Department of Teacher Education, Faculty of Education, Abo Akademi University, PO Box 311, 65101 Vasa, Finland (30 Finnish marks).
  21. Mannathoko, M. (2009). Interpreting the new lower primary art and craft component of the Creative and Performing Arts, the Botswana National Curriculum. Case studies of four primary schools in the South Central and Central North Regions. An illuminative evaluation (Doctoral dissertation, University of Wales).
  22. Mannathoko, M. C., & Major, T. E. (2012). Family-School Relationships in the teaching of Art and Craft at Primary schools: A case study of four primary schools in the South Central and Central North Regions. National Teacher Education Journal, 5(1).
  23. Nickerson, R. S. (2004). Enhancing creativity, in Sternberg, R. J. (Ed.). (1999). Handbook of creativity. Cambridge University Press.
  24. Nortvig, A. M., Petersen, A. K., Helsinghof, H., & Braender, B. (2020). Digital expansions of physical learning spaces in practice-based subjects-blended learning in Art and Craft & Design in teacher education. Computers & Education, 159, 104020. https://doi.org/10.1016/j.compedu.2020.104020
  25. OECD (2008). Innovation and growth rationale for an innovation strategies. Available at: https://www.oecd.org/sti/39374789.pdf
  26. Paris, S. G., & Winograd, P. (2003). The Role of Self-Regulated Learning in Contextual Teaching: Principals and Practices for Teacher Preparation. (online). Available from URL: https://eric.ed.gov/?id=ED479905
  27. Pollanen, S. & Kroger, T. (2004). Nakokulmia kokonaiseen kasityohon, in J. Enkenberg, E. Savolainen & P. Vaisanen [Eds] Tutkiva opettajankoulutus - taitava opettaja. Savonlinnan opettajankoulutuslaitos, pp. 160-72
  28. Pollanen, S. (2009). Contextualising craft: Pedagogical models for craft education. International Journal of Art & Design Education, 28(3), 249-260. https://doi.org/10.1111/j.1476-8070.2009.01619.x
  29. Pollanen, S. H. (2011). Beyond craft and art: A pedagogical model for craft as self-expression. International Journal of Education through Art, 7(2), 111-125. https://doi.org/10.1386/eta.7.2.111_1
  30. Pollanen, S., & Urdzina-Deruma, M. (2017). Future-oriented reform of craft education. In Reforming teaching and teacher education (pp. 117-144). Brill Sense.
  31. Reigeluth, C. M. (1999). The elaboration theory: Guidance for scope and sequence decisions. Instructional-design theories and models, 2, 425-453.
  32. Roccetti, M., Marfia, G., & Zanichelli, M. (2010). The art and craft of making the tortellino: playing with a digital gesture recognizer for preparing pasta culinary recipes. Computers in Entertainment (CIE), 8(4), 1-20. https://doi.org/10.1145/1921141.1921148
  33. Romiszowski, A. (1999). The development of physical skills: Instruction in the psychomotor domain. Instructional-design theories and models: A new paradigm of instructional theory, 457-481.
  34. Sawyer, R. K. (2017). Teaching creativity in art and design studio classes: A systematic literature review. Educational research review, 22, 99-113. https://doi.org/10.1016/j.edurev.2017.07.002
  35. Seitamaa-Hakkarainen, P. (2000). The weaving-design process as a dual-space search (Doctoral dissertation, University of Helsinki).
  36. Shimahara, N. K. (1998). The Japanese model of professional development: Teaching as craft. Teaching and teacher education, 14(5), 451-462. https://doi.org/10.1016/S0742-051X(97)00055-3
  37. Tepper, S. J. (2002). Creative assets and the changing economy. The Journal of Arts Management, Law, and Society, 32(2), 159-168. https://doi.org/10.1080/10632920209596971
  38. Tillander, M. (2011). Creativity, technology, art, and pedagogical practices. Art Education, 64(1), 40-46. https://doi.org/10.1080/00043125.2011.11519110
  39. Zeichner, K. M. (1994). Research on teacher thinking and different views of reflective practice in teaching and teacher education, in Carlgren, I., Handal, G., & Vaage, S. (Eds.). (1994). Teachers' minds and actions: research on teachers' thinking and practice. Psychology Press, pp. 9-27.
  40. Zimmerman, E. (2009). Reconceptualizing the role of creativity in art education theory and practice. Studies in Art Education, 50(4), 382-399. https://doi.org/10.1080/00393541.2009.11518783