About Chad E. Widener :Generally, Teacher Education curricula can be broken down into these blocks: <br/>foundational knowledge and skills--usually this area is about education-related aspects of philosophy of education, history of education, educational psychology, and sociology of education <br/>content-area and methods knowledge--often also including ways of teaching and assessing a specific subject, in which case this area may overlap with the first ("foundational&<wbr/>quot;)<wbr/> area. There is increasing debate about this aspect; because it is no longer possible to know in advance what kinds of knowledge and skill pupils will need when they enter adult life, it becomes harder to know what kinds of knowledge and skill teachers should have. Increasingly, emphasis is placed upon 'transversal' or 'horizontal' skills (such as 'learning to learn' or 'social competences', which cut across traditional subject boundaries, and therefore call into question traditional ways of designing the Teacher Education curriculum (and traditional school curricula and ways of working in the classroom). <br/>practice at classroom teaching or at some other form of educational practice--usually supervised and supported in some way, though not always. Practice can take the form of field observations, student teaching, or (US) internship (See Supervised Field Experiences below.) <br/> <br/>Chad Widener <br/>In most systems, “criticism” is understood to be criteria-based-analy<wbr/>sis<wbr/> established on acknowledged elements of composition and principles of design which often vary in their verbal articulation, between the different art discipline forms (applied, fine, performing, & etc.) and their many schools. Other art educational systems include the study of Aesthetics, ontology, semantics, studio praxis (empirical investigation) and phenomenology. There is no set art education curriculum content - it is a process of continual often acrimonious cultural negotiation.
