Strangely familiar: cross-curricular and creative thinking in teacher education

Journal article

Barnes, J. and Shirley, I. 2007. Strangely familiar: cross-curricular and creative thinking in teacher education. Improving Schools. 10 (2), pp. 290-304. https://doi.org/10.1177/1365480207078580
AuthorsBarnes, J. and Shirley, I.
Abstract

The article reports the third year of an Arts Education study proposing an alternative approach to teacher education- The Higher Education Arts and Schools (HEARTS) project. This was funded by a £40,000 grant from Esmee Fairbairn, Paul Hamlyn and Gulbenkian Trusts and further supported by an extra £10,000 in 2006. We report on the impact of an approach to teacher education in which the locus of control was passed partly to the children. It summarises and examines resultant changes in learning behaviours of students, pupils and university tutors. It continues by issuing challenges to schools, teacher education and the Arts, based upon the analysis of 60 research studies made by the teacher education students themselves and our own observations. It ends with a brief discussion on the HEARTS legacy.

Year2007
JournalImproving Schools
Journal citation10 (2), pp. 290-304
ISSN1365-4802
Digital Object Identifier (DOI)https://doi.org/10.1177/1365480207078580
Publication process dates
Deposited25 Oct 2010
Output statusPublished
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https://repository.canterbury.ac.uk/item/84906/strangely-familiar-cross-curricular-and-creative-thinking-in-teacher-education

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