Future thesis topics for Arts-based teaching and learning in teacher education?
What are the future research topics recommended in the following paper, Arts-based teaching and learning in teacher education?
The features of student teachers’ learning outcomes in various courses that emphasize arts-based teaching and learning are described and discussed in this research topic. The papers describe empirical investigations from which the scholars inductively synthesize their insights. There are three recognized patterns: (1) emotional shifts, (2) the capacity and willingness to act, and (3) changing attitudes. The patterns are addressed using a “crystallization” metaphor, and the conclusion is that the patterns open up epistemological possibilities in teacher education.
Introduction
The paper “Arts-based teaching and learning in teacher education: “Crystallizing” student life topic’ learning outcomes through a systematic literature review” provides several future research recommendations. Some of these recommendations include:
- Investigating the impact of arts-based approaches on student teachers’ attitudes towards teaching: Future research could investigate the impact of arts-based approaches on student teachers’ attitudes towards teaching, particularly in relation to their self-efficacy, motivation, and confidence as teachers. This could help to understand better how arts-based approaches can contribute to developing positive attitudes towards teaching and teacher education.
- Exploring the role of arts-based approaches in fostering creativity and innovation in teacher education: Future research could also explore the role of arts-based approaches in fostering creativity and innovation in teacher education. This could involve investigating how arts-based approaches can help develop student teachers’ creative and innovative capacities, which could be particularly relevant in the context of rapidly changing educational environments.
- Investigating the impact of arts-based approaches on student teachers’ learning outcomes in different subject areas: Future dissertation topic research could also investigate the impact of arts-based approaches on student teachers’ learning outcomes in different subject areas, such as mathematics, science, and language arts. This could help to identify the most effective arts-based approaches for different types of subject matter and student populations.
- Examining the potential of arts-based approaches for promoting diversity and inclusion in teacher education: Future research could also examine the potential for promoting diversity and inclusion in teacher education. This could involve investigating how arts-based approaches can help create inclusive learning environments that support student teachers’ diverse needs and experiences.
- Investigating the impact of arts-based approaches on student teachers’ professional development: Finally, future research could investigate the impact of arts-based approaches on student teachers’ professional development, particularly in relation to their ongoing learning and development as teachers. This could involve exploring how arts-based approaches can contribute to teachers’ ongoing professional development throughout their careers.
Overall, these recommendations highlight the need for further research to understand better the potential benefits of arts-based approaches in dissertation topics education and to identify the most effective strategies for incorporating these approaches into teacher education programs. By addressing these research gaps, scholars can help to inform the development of more effective and innovative approaches to teacher education.
Conclusion
Teacher education programs require additional information about how to prepare student instructors for an unclear future. PhD assistance supports the notion that a concentration on arts-based teaching and learning provides a road to teaching education. However, preparing student teachers to enable arts-based teaching and learning is a challenging and complex task. Here also suggest that arts-based teaching and learning have epistemological implications and potential that might broaden the scope of what is considered worthwhile learning outcomes in teacher education. Although altered emotions, intents, and attitudes are not standard learning goals in teacher education, they emerge as major, powerful, and meaningful learning outcomes. Check our study guide to know more about “How to select a PhD Dissertation Topic.
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References
Møller-Skau, Marie, and Fride Lindstøl. “Arts-based teaching and learning in teacher education: “Crystallising” student teachers’ learning outcomes through a systematic literature review.” Teaching and Teacher Education 109 (2022): 103545.
