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ERIC Number: EJ1154658
Record Type: Journal
Publication Date: 2017
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1550-5170
EISSN: N/A
The Varied Textures of an Arts-Informed Methodology: Exploring Teachers' Identities through Artful Expressions
Lavina, Leanne; Fleet, Alma; Niland, Amanda
Journal of Curriculum and Pedagogy, v14 n2 p143-163 2017
Understanding how teachers come to know and make sense of teaching is a challenging endeavor. Uncovering elusive strands of thinking through arts-informed approaches has the potential to transform personal understandings of teacher selves and professional practice across diverse early childhood contexts (Clandinin, Downey, & Huber, 2009). Drawing on an arts-informed methodology combining bricolage, portraiture, and an artist's methods, this article presents a seven-framed model for exploring teachers' identity journeys. Working with six early childhood teachers in community-based Australian Long Day Care settings, teachers use these frames as methodological tools for "developing and constructing" photos, drawings, narrative, and artifacts to make visible intangible perceptions of self-identity and experience (Bown & Sumsion, 2007, p. 30; Langer, 1957). These artistic responses were treated as provocations to explore shared meanings and position arts-informed methods as valuable research spaces (Black & O'Dea, 2015) of learning, connection, and transformation (Black, 2002).
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A