TY - JOUR
T1 - Art educators’ professional learning
T2 - reflecting together to consider ontologies of quality in our praxis
AU - Selkrig, Mark
AU - Wright, Susan
AU - Hannigan, Shelley
AU - Burke, Geraldine
AU - Grenfell, Janette
PY - 2022
Y1 - 2022
N2 - 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.
AB - 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.
KW - Art education
KW - collaborative self-study
KW - practice architectures
KW - professional learning
KW - quality
UR - http://www.scopus.com/inward/record.url?scp=85079698559&partnerID=8YFLogxK
U2 - 10.1080/13562517.2020.1729724
DO - 10.1080/13562517.2020.1729724
M3 - Article
AN - SCOPUS:85079698559
SN - 1356-2517
VL - 27
SP - 663
EP - 677
JO - Teaching in Higher Education
JF - Teaching in Higher Education
IS - 5
ER -