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ERIC Number: EJ826206
Record Type: Journal
Publication Date: 2008
Pages: 11
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1474-9041
Arts-Informed Inquiry in Teacher Education: Contesting the Myths
Ewing, Robyn; Hughes, John
European Educational Research Journal, v7 n4 p512-522 2008
Arts-informed inquiry has attracted a great deal of controversy in recent times as it has gained popularity as an educational research methodology in teacher education. As with other innovative approaches and methodologies, there have been lively debates about its rigour, authenticity and appropriateness. This article suggests principles for its use in exploring relevant questions in teacher education research and examines some of the issues that have been used to challenge its integrity. Several recent teacher education research projects undertaken by staff and research higher degree graduates at the University of Sydney are discussed initially as exemplars and to provide a context for the discussion. The authors demonstrate how research using arts-informed inquiry contributes perspectives and understandings that are distinctive from other methodologies and so can offer new understandings about some of the liminal issues in teacher education. (Contains 1 note.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia