Art educators' professional learning: reflecting together to consider ontologies of quality in our praxis

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 variou...

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Bibliographic Details
Published in:Teaching in higher education 2022-07, Vol.27 (5), p.663-677
Main Authors: Selkrig, Mark, Wright, Susan, Hannigan, Shelley, Burke, Geraldine, Grenfell, Janette
Format: Article
Language:English
Subjects:
Art Education
Art Teachers
Blended Learning
collaborative self-study
College Faculty
Communities of Practice
Educational Environment
Educational Quality
Educational Technology
Faculty Development
Group Dynamics
Higher education
Instruction
Learning
practice architectures
Praxis
Professional development
professional learning
quality
Reflection
Self Evaluation (Individuals)
Teacher education
Teacher Educators
Undergraduate Study
Visual Arts
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Summary: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.
ISSN:1356-2517
1470-1294
DOI:10.1080/13562517.2020.1729724