Ecologies of practice in tertiary art and design: a review of two cases

Abstract

Purpose – The purpose of this paper is to re-orientate assessment tasks in tertiary art and design, arguing the important role ecologies of practice and work-place learning play in professional identity formation. Linking coursework design with dilemmas and self-regulatory tasks which move beyond compliance and static content in isolated courses. Design/methodology/approach – Two purposive case studies were selected from one academic year across two programs. Student feedback data demonstrated how the first blog journal case provided a metacognitive structure for postgraduates’ while working in the arts industry. The second eportfolio case illustrates ecologies supporting undergraduate “practice architectures” during pre-service practicum. Findings – Ecologies of practice reveal complexity and inform professional judgment by allowing unsettling issues and concerns to be addressed. Changing commitment through future orientation counteracts institutional requirements for self-portrayal by fostering greater participation by learners. Research limitations/implications – Survey data limitations are addressed through peer-review, emergent trends and longevity of the learning design. Guidelines on how to provide critical and constructive feedback within collaborative cohorts, prioritizes intrinsic motivation, indeterminacy and authentic principles in career related pathways. Practical implications – Assessment, course and program re-design engaged with ecologies of practice produced student qualitative commentary giving “voice” and evidence of teleo (purpose) and affective (commitment) in ways not typically known in academic programs. Social implications – Students self-regulate learning and utilize technology within a “safe” learning space. Social connectedness through articulated encounters powerfully impacts personal awareness, confidence and resilience. Originality/value – This research has provided critical guidelines for how to scaffold feedback in professional learning. The case studies show how reflective environments engaged with unresolved critical incidents build professional knowledge and identity across time.

Exploring Perspectives, Uses, Implications and Needs of the Educational Digital Portfolio in the Arts: A Systematic Review of the Scientific Literature

“…In the case of Rourke and Snepvangers (2016), they explored the development of professional identity in students pursing a master’s degree in art management and art education students. To that end, they conducted two parallel studies with 40 and 62 Australian artists.…”

Identidad profesional en las prácticas tempranas: estudio cualitativo con estudiantes de pedagogía

“…El tercer objetivo busca identificar y describir los factores de las PT asociados a la construcción de la IP desde las TS de los practicantes. Se encontró que el clima escolar y el apoyo social percibido influyen en el desarrollo de la IP, debido a que son factores cruciales para generar un ambiente de seguridad, afecto, respeto y valoración, condiciones fundamentales para que los practicantes superen las condiciones adversas y desarrollen IP (Newman, 2000;Rourke & Snepvangers, 2016;Zhao & Zhang, 2017). Otros factores relevantes son contar con modelos docentes.…”

Identidad profesional docente en la formación universitaria: una revisión sistemática de estudios cualitativos

“…Para que los estudiantes desarrollen su IP, se requiere de capacidades cognitivas que le permitan avanzar en su profesionalización, es decir, lograr la adquisición de un conjunto de saberes que lo habilite para la profesión. En los estudios revisados, destacan la capacidad de observación, evaluación, reflexión, aprendizaje autónomo, creatividad e involucramiento académico (Flores et al, 2020;Rourke y Snepvangers, 2016).…”