Exploring Arts Educator Subjectivity and Professional Development to Strengthen a Preservice Teacher Education Program

• In Event: AERA Virtual Poster Session 6
  In Poster Session: Exploring Dynamic Uses of Arts-Based Inquiry

Abstract

This paper explores how pre-service and beginner arts educators in South Africa can be supported to develop teaching and learning processes that foster equity and respond to the contextual challenges they face. We work from the premise that arts educators play a critical role in transforming education and society. Therefore, we use arts-based inquiry to understand better how arts educator experiences with social justice issues can inform our current teacher education programme and assist us in developing better contextually specific and appropriate resources. We hope to contribute arts-based research on arts educator experiences and professional development as we work towards the transformation of society and education through creative, reflexive and innovative practices.

Author

• Marguerite Muller, King's College London