Acts of Discovery: Using Collaborative Research to Mobilize and Generate Knowledge about Visual Arts Teaching Practice

Autor/in	Mitchell, Donna Mathewson
Titel	Acts of Discovery: Using Collaborative Research to Mobilize and Generate Knowledge about Visual Arts Teaching Practice
Quelle	In: Arts Education Policy Review, 115 (2014) 4, S.141-150 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2014.948344
Schlagwörter	Foreign Countries; Visual Arts; Art Education; Teaching Methods; Art Teachers; Secondary School Teachers; Qualitative Research; Cooperation; Educational Research; Research Projects; Research and Development; Theory Practice Relationship; Educational Policy; Australia + Suchen Sie Ihr Suchwort? Ausland; Optische Gestaltung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Art teacher; Kunsterzieher; Kunsterzieherin; Qualitative Forschung; Co-operation; Kooperation; Bildungsforschung; Pädagogische Forschung; Forschungsvorhaben; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Politics of education; Bildungspolitik; Australien
Abstract	Visual arts teachers engage in complex work on a daily basis. This work is informed by practical knowledge that is rarely examined or drawn on in research or in the development of policy. Focusing on the work of secondary visual arts teachers, this article reports on a research program conducted in a regional area of New South Wales, Australia. The research engages in a collaborative process of educational connoisseurship and educational criticism to examine and discuss classroom practice. The process is underpinned by a belief in research as an act of discovery and is guided by a framework that provides a language and grammar of practice. Drawing on qualitative data, discussion focuses on how the collaborative process enables the mobilization and generation of new knowledge. The article concludes by considering the relationship between teaching practice, research, and policy development and by recommending support for collaborative research-based initiatives that foreground the knowledge of teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10