Abstract
Teachers tend to emulate the teaching styles or methods they were exposed to both as students and as preservice educators (Carter & Sottile, 2002; Johnson, 1991). One of the more challenging aspects of teaching preservice students at the university level is not only providing these students with the most current pedagogical theories, but also demonstrating how these various theories translate into actual practice in the art classroom.
Original language | English |
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Pages (from-to) | 6-11 |
Number of pages | 6 |
Journal | Art Education |
Volume | 59 |
Issue number | 2 |
DOIs | |
State | Published - 2006 |