Recasting embodied and relational teaching in the arts
Teacher educators reflect on the potential of digital learning
Bibliographic Data
| ID | 21530608 |
|---|---|
| Authors | Regina Murphy (0000-0002-1575-4249, School of Arts Education and Movement, corresponding author), F Kingdon Ward (0000-0001-8120-8265, School of Arts Education and Movement), Una McCabe (0000-0001-7720-0535, School of Arts Education and Movement), Michael Flannery (0000-0003-3025-8822, School of Arts Education and Movement), Andrea Cleary (0000-0002-2918-3475, School of Arts Education and Movement), Hsiao-Ping Hsu (0000-0002-3943-2690, School of STEM Education, Innovation and Global Studies), Eileen Brennan (0000-0001-5113-3127, School of Human Development, DCU Institute of Education, DCU) |
| Year | 2022 |
| Volume | 41 |
| Issue | 1 |
| Pages | 213-224 |
| Publication date | 2022-01-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Irish Educational Studies (JOURNAL) |
| Journal identifiers | ISSN: 0332-3315 • E-ISSN: 1747-4965 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03323315.2021.2022525 |
| OpenAlex | W4213381108 |
| Language | EN |
| Citations received | 2 |
| References cited | 13 |
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
Art · Arts in education · Autoethnography · Embodied cognition · Experiential learning · Mathematics education · Pedagogy · Social science · Sociology · Teacher education · The arts · Visual arts · Visual arts education · Art Education and Development · Computer Science · Diverse Music Education Insights · Educational Environments and Student Outcomes · Psychology
How we think.
Why students do not turn on their video cameras during online classes and an equitable and inclusive plan to encourage them to do so
Thematic analysis.
The reflective practitioner
Connection before content
Those Who Understand
An Instructional Design Framework for Fostering Student Engagement in Online Learning Environments
Collaborative autoethnography
Rescuing Autoethnography
Analytic Autoethnography
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2025 (2) |
| Highly cited | No |