Preservice Teachers' Reflection on Museum Education: A Discursive Reading of the Impact of Educational Designs

• In Event: 65.080 - Roundtable Session 24
  In Roundtable Session: 65.080-9 - From Technical to Transformative: Teacher Identity Across Geographical and Theoretical Spaces

Abstract

Our social world consists of discursive practices. In this inquiry, a museum-based intervention for students in an arts-integration course in a teacher preparation program was examined from a post-structural discursive perspective. The students’ reflective writings and the intervention's educational designs were considered discourses, which were analyzed to render conceptions of education, teaching, and museum as an alternative educational site explicit and susceptible to critique. The analysis found a dominant model of envisioning education and complete alignment between the educational designs and the students’ reflective writings. This study sheds light on the impact of an intervention in terms of framing what education means and hence questions the scope of possible meanings for success.

Authors

• Thanh Ha Phung, Michigan State University

• Denice J Blair, Michigan State University

• Joan Starr, Michigan State University

• Susannah Van Horn, Michigan State University