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Opening up Opportunities : = PGCE Secondary Art and Design Trainees' Experiences of Teaching Pupils Identified as Having Visual Impairment in Art Education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Opening up Opportunities :/
Reminder of title:	PGCE Secondary Art and Design Trainees' Experiences of Teaching Pupils Identified as Having Visual Impairment in Art Education.
Author:	Dunn, Harriet Rose.
Description:	1 online resource (266 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
Subject:	Language. -
Online resource:	click for full text (PQDT)
ISBN:	9798351486970

Opening up Opportunities : = PGCE Secondary Art and Design Trainees' Experiences of Teaching Pupils Identified as Having Visual Impairment in Art Education.
Dunn, Harriet Rose.

Opening up Opportunities :PGCE Secondary Art and Design Trainees' Experiences of Teaching Pupils Identified as Having Visual Impairment in Art Education. - 1 online resource (266 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ph.D.)--Liverpool John Moores University (United Kingdom), 2021.

Includes bibliographical references

The aim of this thesis is to explore Post Graduate Certificate of Education (PGCE) secondary art and design trainees' experiences of facilitating an art education project for pupils at a specialist school for visual impairment (VI) and other needs in the Northwest of England. This opportunity is designed to better prepare PGCE trainees for working with pupils identified as having VI. The thesis draws upon fieldwork conducted across two separate academic years at one Higher Education Institution (HEI) in the Northwest of England. Data was generated through focus groups with PGCE trainees, at the end of the art education project and again upon completion of the PGCE course in each academic year. I contribute to existing knowledge in the field by highlighting the ways PGCE trainees' perspectives towards working with VI and SEN, has shifted over the one-year period of the PGCE course.My findings indicate, initially PGCE trainees were apprehensive about working with pupils identified as having VI. However, participation in VI training enabled PGCE trainees to gain an understanding of pupils' perspectives, they also recognised this could not fully replicate pupils' lived experiences. PGCE trainees' subsequent teaching practice placements and feedback they provided, became important indicators of the ways in which they were able to transfer the skills learnt regarding teaching pupils identified as having VI into practice, when working with pupils identified as having a range of SEN. In sum, through following their journey, PGCE trainees, were able to develop as teachers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798351486970Subjects--Topical Terms:

571568
Language.
Index Terms--Genre/Form:

554714
Electronic books.

Opening up Opportunities : = PGCE Secondary Art and Design Trainees' Experiences of Teaching Pupils Identified as Having Visual Impairment in Art Education.
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520 $a The aim of this thesis is to explore Post Graduate Certificate of Education (PGCE) secondary art and design trainees' experiences of facilitating an art education project for pupils at a specialist school for visual impairment (VI) and other needs in the Northwest of England. This opportunity is designed to better prepare PGCE trainees for working with pupils identified as having VI. The thesis draws upon fieldwork conducted across two separate academic years at one Higher Education Institution (HEI) in the Northwest of England. Data was generated through focus groups with PGCE trainees, at the end of the art education project and again upon completion of the PGCE course in each academic year. I contribute to existing knowledge in the field by highlighting the ways PGCE trainees' perspectives towards working with VI and SEN, has shifted over the one-year period of the PGCE course.My findings indicate, initially PGCE trainees were apprehensive about working with pupils identified as having VI. However, participation in VI training enabled PGCE trainees to gain an understanding of pupils' perspectives, they also recognised this could not fully replicate pupils' lived experiences. PGCE trainees' subsequent teaching practice placements and feedback they provided, became important indicators of the ways in which they were able to transfer the skills learnt regarding teaching pupils identified as having VI into practice, when working with pupils identified as having a range of SEN. In sum, through following their journey, PGCE trainees, were able to develop as teachers.
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