Narrative Inquiry, Pedagogical Tact and the Gallery Educator

Autor/inn/en	Andersen, Jennifer; Watkins, Marnee; Brown, Robert; Quay, John
Titel	Narrative Inquiry, Pedagogical Tact and the Gallery Educator
Quelle	In: International Journal of Education & the Arts, 21 (2020) 4, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1529-8094
Schlagwörter	Arts Centers; Art Education; Educational Practices; Foreign Countries; Experienced Teachers; Qualitative Research; Research Methodology; Australia + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Bildungspraxis; Ausland; Qualitative Forschung; Research method; Forschungsmethode; Australien
Abstract	This paper responds to the need for a deeper understanding of gallery educator practice. Focusing on a significant encounter in a major city public gallery, it describes how narrative inquiry offers new insights into how experienced gallery educators shape school education sessions based on prior knowledge and experience, and in-the-moment observations and judgements. Responding to artworks, artists, gallery spaces, and students' needs and interests, gallery educator practice is infused with 'pedagogical tact'. Narrative inquiry makes this complex teaching visible and, in doing so, affords a valuable approach to professional learning. (As Provided).
Anmerkungen	International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01