Art Educators' Professional Learning: Reflecting Together to Consider Ontologies of Quality in Our Praxis

Autor/inn/en	Selkrig, Mark; Wright, Susan; Hannigan, Shelley; Burke, Geraldine; Grenfell, Janette
Titel	Art Educators' Professional Learning: Reflecting Together to Consider Ontologies of Quality in Our Praxis
Quelle	In: Teaching in Higher Education, 27 (2022) 5, S.663-677 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Selkrig, Mark)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1729724
Schlagwörter	Art Education; Art Teachers; College Faculty; Visual Arts; Educational Quality; Praxis; Reflection; Faculty Development; Teacher Educators; Learning; Instruction; Educational Environment; Group Dynamics; Self Evaluation (Individuals); Blended Learning; Educational Technology; Undergraduate Study; Communities of Practice + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Art teacher; Kunsterzieher; Kunsterzieherin; Fakultät; Optische Gestaltung; Quality of education; Bildungsqualität; Teacher education; Lehrerausbildung; Lehrerbildung; Lernen; Teaching process; Unterrichtsprozess; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gruppendynamik; Unterrichtsmedien; Grundstudium; Community
Abstract	Opportunities to interrogate praxis through professional learning and reflection is common for school teachers but is not straightforward or as frequently practised by tertiary educators, particularly from across different universities. In this article, the authors who are arts educators from various universities explore a framework that focuses on 'quality' visual art education. The aim was to ascertain if an ontology could be enacted to inform our collective knowledges about quality in arts education across our different contexts. Through collaborative self-study and the application of practice architectures common issues in higher education teaching are discussed. Cases are shared from critical examinations of our practices, that also foreground, interrogate and enrich our collective understandings in the practice field. A proposed model is provided illustrating how the intersection of dialogic discourse with art educational ontology, can promote insightful praxis, which is applicable to not only art education, but a range of disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01