Catastrophe

2017 ◽  
pp. 244-262
Author(s):  
Laura Rachel Fattal
Keyword(s):  
Teacher Education ◽  
Civic Engagement ◽  
Visual Culture ◽  
Preservice Teacher ◽  
Preservice Teacher Education ◽  
Border Crossings ◽  
Natural Catastrophes ◽  
Integrated Classroom ◽  
Global Citizenry ◽  
Professional Artists

Natural catastrophes are seen as a catalyst for creativity in interdisciplinary arts-integrated preservice teacher education. Preservice teacher lesson plans and implementation focused on natural catastrophes such as hurricanes, floods, tsunamis, and tornadoes advance an understanding of visual culture, creative production and civic engagement. Teaching visual culture involves border-crossings, from the conceptual to the tactile, and emboldening hands-on production in interdisciplinary art education projects. Professional artists' works are analyzed as responses to environmental and related man-made catastrophes caused by climate change. The impact of the professional artists' imagery and intentions act as exemplars for arts-integrated classroom practices inclusive of civic engagement. Preservice teacher education is enhanced by an intellectual flexibility inherent in interdisciplinary lesson planning and meaning-making projects. Empathetic responses to natural and related man-made catastrophes develop preservice teachers' classroom pedagogies that further global citizenry.

scholarly journals Survival Kit or Lessons for Life? Future Directions for Preservice Teacher Education from the Perceptions of Newer Teachers

2006 ◽  
Vol 1 (1) ◽  
Author(s):  
Larry Glassford ◽  
Noel Hurley
Keyword(s):  
Teacher Education ◽  
Preservice Teacher ◽  
Teacher Candidates ◽  
Secondary School Teachers ◽  
Preservice Teacher Education ◽  
School Teachers ◽  
Short Term ◽  
Future Directions ◽  
Preservice Program

Recent literature, supported by a survey of secondary school teachers in southwestern Ontario, Canada, indicates that preservice teacher education does not adequately prepare graduating teacher candidates to thrive in a profession that is ironically, driven by change. Attempts at reform have focused on the basic aspects of the typical preservice program: foundations, curriculum methods and field experience. The results have been decidedly discouraging. Positive improvement will hinge both on a recognition by teacher-education institutions, of the inevitable compromise between short-term necessity and long-term vision, and on their willingness to implement, carefully and constructively, promising innovations such as action research and centers of pedagogy.

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