Approaching Critical Reflective Practice in Art Teacher Education

• In Event: Critical Approaches to Teacher Development in Arts Education

Abstract

This paper explores the findings of a research study focusing on the development of critical reflective practice within art education in a university course for preservice teachers through a series of invitations and provocations aimed at the transformation of educational practice. This study demonstrates how teaching educators to enact efforts towards critical reflective practice is a nonlinear, complex, embodied process that necessities a balance between invitations and provocations.

Author

• Sarah T. Travis, University of Illinois at Urbana-Champaign