Drama and arts-based professional learning: exploring face-to-face, online and transmedia models

Davis, Susan

doi:10.1080/10476210.2017.1296830

Cited by 7 publications

(19 citation statements)

References 15 publications

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“…Similarly, Bae (2004) found engagement with expert mentors increased participants' visual arts confidence, knowledge, and skills. The inclusion of high-quality tools and materials, external experts, inquiry and problem solving, collaborative learning, and both online and in-person experiences were also identified as effective in developing self-efficacy during professional learning (Davis, 2017). These practices align with broader studies in teacher professional learning that highlight reflection, practical experience, mentoring, and inquiry as effective approaches to improve teachers' confidence and practice (Nolan & Molla, 2016;Sheridan et al, 2009;Taggart & Wilson, 2005).…”

Section: The Influence Of Professional Learningmentioning

confidence: 56%

Visual Arts Self-Efficacy: Impacts and Supports for Early Childhood Teachers

Denee

Lindsay

Probine

2023

Early Childhood Educ J

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Although visual arts pedagogies are considered central within early childhood education programs, teacher self-efficacy has a direct impact on the quality and delivery of visual arts curricula. Until recently, the visual arts self-efficacy, pedagogical knowledge, and practice of in-service early childhood teachers have remained largely unexplored. The authors of this paper present a qualitative, iterative re-analysis of their three PhD studies which broadly focussed on early childhood visual arts praxis and specifically examined the visual arts beliefs and pedagogy of early childhood teachers in Australia and New Zealand. A thematic analysis of the intersecting self-efficacy findings raised in the three studies identifies the powerful influence of self-efficacy on teaching practice in the visual arts domain and offers new understandings about visual arts self-efficacy amongst early childhood teachers. The combined findings reveal several factors that restrain or enhance teachers’ visual arts self-efficacy across time, including the impact of childhood experiences, pre-service training and epistemological beliefs. The paper also identifies several enabling conditions that appear to support teachers to develop and maintain positive visual arts self-efficacy beliefs, including practical engagement with materials, sustained professional learning, relational trust and intentional leadership. These enabling conditions offer practical strategies and research recommendations in service of positive visual arts self-efficacy to enhance quality visual arts teaching in early childhood contexts.

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Section: The Influence Of Professional Learningmentioning

confidence: 56%

Visual Arts Self-Efficacy: Impacts and Supports for Early Childhood Teachers

Denee

Lindsay

Probine

2023

Early Childhood Educ J

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“…Regarding the learning paradigm, the elements that are pointed out, beyond the socio-constructivist positioning, place the student as the centre [8,[11][12][13] and call for using elements of everyday life that not only make learning more significant (because of their greater transfer potential) but also link more directly to elements of daily life [14], which should have a direct impact in terms of engagement (one of the opportunities commonly suggested when approaching TL) [15,16].…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Teaching Maths within a Transmedia Learning Approach. What Is It and How Sustainable Can It Be?

Caballé

Martínez

2021

Sustainability

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This article addresses the concept of transmedia learning proposed by Jenkins from the perspective of the teaching–learning of mathematics and the sustainability of this type of processes. To this purpose, a scoping review of the literature has been carried out on the Web of Science, Scopus, ERIC, Dialnet and Google Scholar databases. The research process started with a total of 42 scientific documents, and after the corresponding selection process, a total of 14 documents were obtained. From the analysis of the selected documents, it was found that the teaching–learning transmedia learning processes in mathematics tend to be simple and aimed at a very young audience (usually children). Furthermore, most of them are aligned with the United Nations Sustainable Development Goal 4 concept of quality education. However, if sustainability is analysed from a more environmental perspective, none of them make explicit mention of it, although they tend to make responsible use of material resources.

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“…Rinaldi (2005a) argues that if children are to experience such opportunities in the education setting, then the teachers also need to become literate in 'the hundred languages.' In a mixed methods study on an arts professional learning programme for Australian primary teachers, Davis (2017) conceptualised, implemented and examined a professional learning approach informed by the pedagogy of Reggio Emilia, in particular the idea of the hundred languages. Through a combination of socio-cultural theory and activity theory, Davis analysed the value of teachers learning through a variety of media and expressive arts in this intentionally designed model for teacher development.…”

Section: 'The Hundred Languages'mentioning

confidence: 99%

“…Studies have presented a range of factors which are likely to support successful teacher professional learning for visual arts teaching. In research about a Reggio-inspired teacher professional learning programme for the arts, Davis (2017) argues that effective professional learning programmes for the arts "tend to involve external expertise, provide teachers with practical experiences that relate directly to the work of teaching, involving collaboration, problem solving, deliberative reflection and shared learning" (p. 334). Upitis et al's (2010) study examined the effectiveness of four wellestablished professional development programmes for art education for elementary school teachers in the US.…”

Section: Art Education Professional Learningmentioning

confidence: 99%

“…The inclusion of practical workshops is pertinent to visual arts education, as they support teachers to build 194 visual arts self-efficacy, which in turn improves the likelihood of those teachers having the confidence to try new practices with children. While ECE visual arts literature includes recommendations for teacher professional learning to develop visual arts pedagogy (for example, Lindsay, 2021;Terreni, 2017), and others have explored visual arts professional learning for primary school teachers (Davis, 2017;Sinclair et al, 2015;Upitis et al, 2010), this study has modelled an effective professional learning approach specific to visual arts education in the ECE context.…”

Section: Empirical Contributionsmentioning

confidence: 99%

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Visual arts in ECE: Strengthening intentional teaching through a network professional learning community

Denee¹

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<p>Over the past 100 years, educationalists such as Dewey and Eisner have proposed radical and progressive ways in which visual art can support and enrich learning in education (Lindsay, 2016b). The early childhood pedagogy of Reggio Emilia, in Italy, is a renowned example of how teachers take an active role in facilitating children’s artistic abilities with positive outcomes for children’s learning (Gandini et al., 2005). However, in New Zealand (NZ) early childhood education (ECE), visual arts teaching for young children is still enacted within a largely developmental frame, using a hands-off approach (Terreni, 2017). According to Lindsay (2021) and Smyth (2017), teachers’ self-efficacy beliefs, knowledge and skills in art education need to be addressed in order to shift practice. Professional learning communities (PLCs) offer the potential to challenge teachers’ assumptions and beliefs and to foster transformative learning, resulting in observable shifts in art teaching practice (Damjanovic & Blank, 2017; Servage, 2008). This mixed methods study (Johnson & Christensen, 2019) within an interpretivist paradigm (Schwandt, 1994), examined the perceptions and practices of NZ ECE teachers about art education through a nationwide survey and a professional learning intervention using a network PLC approach. Situated and social cognitive theories, socio-cultural theory and transformative learning theory were interlinked in a bricolage approach (Tobin, 2018) to form a theoretical lens for this study. The first stage of the research involved a survey of ECE teachers regarding practices and perceptions about visual arts, and this provided a background context for the PLC project. Key survey findings included a dominant developmentalist view of children’s art learning amongst ECE teachers and confusion about the role of the teacher. In the embedded case study, a network PLC was established with seven teachers from four ECE services, meeting over 9 months with a mixture of practical and reflective learning about visual arts. The data collection included multiple sources for rich analysis: interviews; reflective writing; meeting dialogue; photographs; and learning story assessment documentation. Case study findings included the value of reflective and practical learning for visual arts teaching, the impact of a network PLC on the practice and perceptions of both the participants and their colleagues, the critical place of teacher self-efficacy in visual arts teaching practice, and the importance of leadership of various actors across the network to support the application and sharing of new learning. Overall, the outcomes of this study have important implications for visual arts pedagogy in ECE and effective professional learning approaches for teachers.</p>

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Drama and arts-based professional learning: exploring face-to-face, online and transmedia models

Cited by 7 publications

References 15 publications

Visual Arts Self-Efficacy: Impacts and Supports for Early Childhood Teachers

Visual Arts Self-Efficacy: Impacts and Supports for Early Childhood Teachers

Teaching Maths within a Transmedia Learning Approach. What Is It and How Sustainable Can It Be?

Visual arts in ECE: Strengthening intentional teaching through a network professional learning community

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