Structuring Teacher Independence to Transform Student Learning in the Museum

Abstract

Museum educators partner with classroom educators in a multitude of ways aimed at enriching student experience. This article examines a five-week museum education course at Pratt Institute for pre-service art teachers taught in the model of a professional development series that could be adapted for many museums and applied to meet the needs of classroom teachers with a range of experience. The course positions classroom educators as equal partners in the pedagogical process of teaching in museums, highlighting their strengths and providing opportunities for them to apply their instructional knowledge and skills to the unique learning spaces of museums. The learning experiences are explored through a reflective practice model that empowers classroom educators to understand how museums are organized to facilitate learning and how they can apply their own teaching expertise to the museum space.

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