Let’s Get Critical: Exploring Critical Reflection Integration With Integrated Arts Experiences in Initial Teacher Education

• In Event: Exploring the Continuum of Reflection: From College to the Field

Abstract

Arising from an emphasis on critical reflection and interdisciplinarity in initial teacher education, four teacher arts educators report on a self-study that examines the value of critical reflection in arts education, specifically on integrated arts. In this study, the authors and their students critically reflected on their integrated arts experiences. Using qualitative analysis, the study identifies key themes gleaned from data comprising individual written critical reflections and recorded professional conversations. Using a model of reflection for interprofessional learning as a frame for presenting findings, the study reports positive personal, professional and interprofessional growth concerning creative habits and dispositions, collaborative creative processes and performance, relationships, self-efficacy and co-creation. The study highlights the essentiality of critical reflection in initial teacher arts education.

Authors

• Michael M. Flannery, Dublin City University

• Mary Nugent, Marino Institute of Education

• Frances Burgess, St. Mary's University - Belfast

• Denise Elliot, Stranmillis University College