Generating Cultural Capital? Impacts of Artists-in-Residence on Teacher Professional Learning

Autor/inn/en	Hunter, Mary Ann; Baker, William; Nailon, Di
Titel	Generating Cultural Capital? Impacts of Artists-in-Residence on Teacher Professional Learning
Quelle	In: Australian Journal of Teacher Education, 39 (2014) 6, Artikel 6 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Cultural Capital; Foreign Countries; Artists; Cooperation; Educational Quality; Art Education; Program Descriptions; Faculty Development; Child Care Centers; Partnerships in Education; National Curriculum; Educational Change; Creativity; Educational Objectives; Mentors; Teaching Skills; Surveys; Teacher Attitudes; Elementary Secondary Education; Universities; Australia + Suchen Sie Ihr Suchwort? Ausland; Artiste; Artist; Künstler; Künstlerin; Co-operation; Kooperation; Quality of education; Bildungsqualität; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Hochschulpartnerschaft; Bildungsreform; Kreativität; Educational objective; Bildungsziel; Erziehungsziel; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Survey; Umfrage; Befragung; Lehrerverhalten; University; Universität; Australien
Abstract	In 2008, the Australian Government established the Artist-in-Residence (AiR) program as a four-year $5.2m initiative to improve young people's access to quality arts education. Managed by State and Territory Government Education and Arts Departments, the program funded professional artists-in-residence in schools, early childhood centres and universities for a minimum of one month. One of the core principles of the program, which made it distinct from other programs for arts in schools in Australia, was that artists and educators were to work in collaborative partnership in the AiR projects to support teacher professional learning. Context-based and collaborative professional learning strategies have been identified as offering the possibility for "immersive" experiences and exemplars that can be applied later in teachers' own classrooms (Burridge & Carpenter, 2013). It was anticipated that partnering with artists would benefit teachers of all levels of experience and proficiency in teaching about the arts and through the arts, including those teachers with no arts experience at all. The AiR program was implemented at a time of significant reform in Australian education, including the development of the country's first national curriculum, and the renewal of a creativity agenda for Australian schools. The study presented here links the AiR program to this creativity agenda through an investigation of teachers' perceptions of the impact of the program on their own professional learning. In particular, the authors were interested in discovering how teachers used discourses of creativity and inferences about creative learning to articulate the value of the program. Using a working definition of creative learning as both teaching creatively and teaching for creativity (Sefton-Green, Thomson, Jones, & Bresler, 2011, pp. 1-2), their initial aim was to gain insight into how partnership programs such as AiR enabled teachers to generate "creative capital" (Fisher, 2004, p. 14) through engagement with both arts content and pedagogy. This raised questions, however, about the capacity, nature and distribution of that capital to effect sustainable change in teacher practice. In this article, the authors therefore consider the study's findings in the light of alternatively theorised perspectives on contemporary teacher professional learning in creative education (Hatcher, 2011) beyond the acquisition of arts-based skills and knowledge. (ERIC).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10