Exploring how arts-based reflection can support teachers' resilience and well-being

McKay, Loraine; Barton, Georgina

doi:10.1016/j.tate.2018.07.012

Cited by 37 publications

(20 citation statements)

References 41 publications

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“…Arts-based reflection intensifies the awareness of past experiences that may be unpleasant to recall but can be pivotal to the learning process (Brigham, 2011) (35). McKay and Barton (2018) describe arts-based reflection as the process of supporting or scaffolding oral and written modes of reflection through tangible methods, such as collage or drawing; or through the use of artefacts such as photo elicitation, to explore and represent teachers' thinking.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Professional identity determines how teachers perceive their role and the related sense of agency (Zembylas, 2003). Exploring opportunities to enhance teachers' sense of agency may also contribute to their level of job satisfaction and support the retention of disenfranchised teachers as risk of exiting the profession (McKay & Barton, 2018).…”

Section: For Paper Details)mentioning

confidence: 99%

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Harnessing creativity through arts-based research to support teachers’ identity development

McKay

Sappa²

2019

Journal of Adult and Continuing Education

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Although prevalently focused on research-based outcomes (i.e. better understanding of a particular phenomenon, process or experience), arts-based researchers have widely emphasised the transformational potentialities of arts for individuals. In particular, the arts create space for thinking differently and provide opportunities to explore intuitive and emotionally connected ideas that do not rely on words alone. The arts are powerful instruments to activate individual and collective reflection, creativity and ability to approach life situations from different perspectives. Thus, arts are particularly powerful to promote the creative and transformational processes that are essential for professional identity development, including reflection and reflexivity on self. In this paper we aim at conceptualising the high potential of art-based research, as a creative process, for teachers’ identity development. Based on a systematic scientific literature analysis we intend to map the different ways arts can be used to support teachers’ professional identity development while clarifying which transformational and learning processes are involved.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: For Paper Details)mentioning

confidence: 99%

Harnessing creativity through arts-based research to support teachers’ identity development

McKay

Sappa²

2019

Journal of Adult and Continuing Education

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“…Specifically, art, photography, literature, poetry, music, and drama have been reported as contributing positively to the in-person classroom educational experience. Stated outcomes of arts-based teaching strategies include reflection (McKay & Barton, 2018), creation of a safe learning environment, stimulation of dialogue, and student engagement in the affective domain (van der Hoeven, Srogi, Husman, Semken & Fuhrman, 2011). We found arts-based instructional strategies used in online graduate courses increased quality of interactions, enhanced sense of community, furthered application of course content, and helped learners establish group identity where ideas were respectfully shared and divergent perspectives admired (Perry, Edwards, Menzies & Janzen, 2011).…”

Section: Arts-based Instructional Strategiesmentioning

confidence: 99%

Innovative Arts-Based Learning Approaches adapted for Mobile Learning

Edwards

2019

Open Praxis

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Online learning continues to evolve from computer-based learning to more focus on mobile learning. With this evolution comes the need to develop (and evaluate) instructional strategies effective in mobile learning. This work-in-progress features a description of four innovative instructional strategies adapted from approaches we developed, used, and evaluated successfully in computer-based online learning. These newly adapted strategies –poetweet, photo pairing, reflective mosaic, and the six-word story– all use arts-based approaches. In our past research we found similar strategies developed for online teaching encouraged interaction, enhanced social presence, and facilitated community. This paper features a description of these modified learning activities recreated for the mobile learning environment. We have completed preliminary testing of these newly revised learning activities in m-learning, and in the future we will formally study these to determine if arts-based strategies revised to suit m-learning create the same positive outcomes as were found when we used arts-based approaches in e-learning.

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Section: Arts-based Instructional Strategiesmentioning

confidence: 99%