Managing cognitive dissonance in art teacher education

Heaton, Rebecca; Quan, Shannon Chan Lai

doi:10.1080/0305764x.2023.2175789

Cited by 5 publications

(2 citation statements)

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“…Research has alluded that cognitive exchange can exist in psychological, physical, and virtual spaces (Heaton and Chan, 2023; Gao and Quang, 2022), but more empirical evidence is needed. Cognitive exchanges also manifest as inter-mental, intra-mental (Peacock and Cowan, 2017) and intra-action (Garber, 2019) experiences.…”

Section: Cognitive Exchange In Higher Degree Visual Art Educationmentioning

confidence: 99%

“…It can present in, between and with artworks and audiences (Arustamyan et al, 2022). Research also shows that cognitive exchanges can cause dissonance (Heaton and Chan, 2023) and that exchanges between individuals are affected by a willingness to share knowledge (Gao and Kuang, 2022). Despite an acknowledgement of cognitive exchange in art education, there is still a research deficit concerning studies that focus on it.…”

Section: Introductionmentioning

confidence: 99%

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A systematic literature review of cognitive exchange in higher degree visual art education

Heaton

Kuan

2023

Arts and Humanities in Higher Education

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This literature review paper presents ways cognitive exchange occurs in higher degree visual art education. It also attempts to demystify concerns regarding the value and presence of cognitive exchange in art education, this is because cognitive exchange is not considered in art education with the same breadth or depth as in higher education. Cognitive exchange research in higher degree visual art education is limited but there has been a surge in interest about cognitive functioning in higher education. It is therefore timely to consider how cognitive exchange is understood across visual art practices at this level. This paper presents a two phased systematic review, where cognitive exchange literature in the higher degree context is considered alongside such literature in art education. Four spaces: the individual, social, pedagogic, and policy orientated are discussed to present cognitive exchange practices in higher degree visual art education. The spaces and forms of cognitive exchange profiled, provide a knowledge contribution to disciplines that intersect with the arts and humanities. This is because they mobilize where and how cognitive exchange forms, they present opportunities and uses for cognitive exchange and help suggest ways to support its growth.

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Section: Cognitive Exchange In Higher Degree Visual Art Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A systematic literature review of cognitive exchange in higher degree visual art education

Heaton

Kuan

2023

Arts and Humanities in Higher Education

Self Cite

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Curating cognition in higher degree art education

Heaton

2023

Research in Education

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This article shares research, an empirical psychological case study, about cognition in higher degree art education. It proposes cognitive curation as a concept and practice that can develop knowledge and learning autonomy in and beyond the academy. Informed by the autoethnographic stories, interviews, and artworks of three academic art educators, this article’s research demonstrates how cognition and its curation can manifest and develop in the teaching, research, and practice of higher degree art education. Open coding and framework alignment (cognitive, nexus orientated and visual) helped understand, locate, and exemplify cognition and curation in the research. Informed by the data, this article acknowledges how movement, identities, and frameworks, as learning strategies, can help facilitate cognition and cognitive curation. Cognitive curation provides means to responsibly form and follow learning, it is consequently relevant to the arts, education, and life. Art education’s cognitive value is often questioned, this article dialogically contributes to the defense of its cognitive integrity whilst foregrounding cognitive curation.

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An Investigation of the Effects of Out-of-School Learning Environments-Based Teaching on Pedagogical Belief Systems and Practices

Küçükaydın,

Çopur,

Altunkaynak

et al. 2024

SAGE Open

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In out-of-school-learning (OSL) environments, individuals are exposed to tasks that are not excessively difficult, and as a result, they gain experience rather than knowledge. Through the experiences that will be provided to teacher candidates, this situation can affect their pedagogical beliefs and attitudes toward classroom practices. This study investigated the impact of experiencing learner-centered processes in OSL environments on teacher candidates’ pedagogical beliefs and classroom practices attitudes. According to the findings, while teaching in OSL environments led to a change in the pedagogical beliefs of teacher candidates, it did not result in a significant shift in their attitudes toward classroom practices. In the context of research conducted on teacher candidates, it is beneficial to explore the mediating elements that may influence the relation between belief and practice. This approach may contribute to a more thorough understanding of the subject matter.

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Managing cognitive dissonance in art teacher education

Cited by 5 publications

References 55 publications

A systematic literature review of cognitive exchange in higher degree visual art education

A systematic literature review of cognitive exchange in higher degree visual art education

Curating cognition in higher degree art education

An Investigation of the Effects of Out-of-School Learning Environments-Based Teaching on Pedagogical Belief Systems and Practices

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