Abstract
Since 2021, the presenter/researcher, an education studies professor at a public, rural university in East Texas (USA), has led multiple ½-day-long “field trips” to a visual arts museum for elementary education pre-service teachers (PSTs) and their friends and family members. During each field trip, the first-time museum patrons (i.e., the PSTs and their friends/family) have completed interactive activities designed by the presenter to promote interdisciplinary, place-based learning. At the conclusion of each field trip, the PST patrons have completed exit surveys in which they self-evaluate changes in their (1) attitudes towards and perceptions about museum visits and (2) awareness around and confidence in how to integrate museum visits into broader learning experiences for young children (Kindergarten – 6th grade) and their families. This action research study examines the longitudinal data collected from the 60 exit surveys and will share researcher-recommended strategies and activities that museum staff can implement in order to assist future teachers to feel more comfortable and confident in museum spaces with the ultimate goal of increasing the likelihood that those teachers will pursue future partnerships with museums for the promotion of experience / place-based art education for young students. We encourage those in charge of museum visitor experiences to consider how investment in university-museum partnerships that promote wider inclusivity and attendance at museums by PSTs can potentially encourage life-long museum patronage by young children and their families.
Presenters
Lauren BurrowProfessor, College of Education, Stephen F Austin State University, Texas, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
First-Time Museum Accessibility and Attendance, Teacher Education, Action Research, Strategies
