Recasting Embodied and Relational Teaching in the Arts: Teacher Educators Reflect on the Potential of Digital Learning

Autor/inn/en	Murphy, Regina; Ward, Francis; McCabe, Una; Flannery, Michael; Cleary, Andrea; Hsu, Hsiao-Ping; Brennan, Eileen
Titel	Recasting Embodied and Relational Teaching in the Arts: Teacher Educators Reflect on the Potential of Digital Learning
Quelle	In: Irish Educational Studies, 41 (2022) 1, S.213-224 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Murphy, Regina) ORCID (Ward, Francis) ORCID (McCabe, Una) ORCID (Flannery, Michael) ORCID (Cleary, Andrea) ORCID (Hsu, Hsiao-Ping) ORCID (Brennan, Eileen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2021.2022525
Schlagwörter	Art Education; Electronic Learning; Teacher Educators; Student Teachers; Music; Drama; Visual Arts; Art Teachers; Teaching Experience; Teaching Methods; Foreign Countries; Learner Engagement; Ireland + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Teacher education; Lehrerausbildung; Lehrerbildung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Musik; Schauspiel; Optische Gestaltung; Art teacher; Kunsterzieher; Kunsterzieherin; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Irland
Abstract	In this study, a group of seven teacher educators report on how they embarked on a process of collaborative autoethnography to uncover the problems and possibilities of teaching arts education using digital methodologies. Arising from the pressing need to pivot from in-person, campus-based teaching to online modes due to the COVID-19 pandemic, the phenomenon prompted the authors to engage in critical and inquiry-oriented reflection on the experience. While the full group comprised teacher educators from across diverse disciplines, the current study focuses primarily on the idiosyncratic nature of teaching arts subjects such as music, drama and visual arts education to student teachers. Using qualitative analysis, the study identifies key themes and insights gleaned from critical explorations of the data. Although embodied pedagogies are considered no less valuable than before, the study reveals unexpected benefits that arise in the digital context, especially in arts education. In this frame, arts education is recast in a dynamic and unexpected fashion, despite the exigencies of the digital environment. Ultimately, the study points to important teaching and learning experiences, and new ways of framing dimensions of those experiences, that can inform future teaching worlds in the digital space. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01