Enhancing Language Awareness in International Teacher Candidates through Arts-Based Critical Reflection: A Collaborative Self-Study (80706)
Session Chair: Tingjia Wang
Monday, 15 July 2024 13:30
Session: Session 4
Room: Room E (Live-Stream)
Presentation Type:Live-Stream Presentation
This collaborative self-study investigates arts-based critical reflection as a means of enhancing language awareness among international teacher candidates. Drawing from Freire's dialogic education principles and acknowledging the power of arts-based pedagogies, the study explores the transformative potential of arts-based reflection in teacher development (McKay & Sappa, 2019). Methodologically, a collaborative self-study approach is employed (Cochran-Smith & Lytle, 2009), integrating personal communications, teaching journal entries, and reflective essays. Data analysis utilizes open and axial coding to identify themes and sub-themes (Williams & Moser, 2019), revealing teacher educators’ progress in facilitating arts-based critical reflection and restructuring of teaching sessions. Results highlight the use of visual arts and creative writing to elucidate tacit knowledge and explore practitioner perspectives. Moreover, the study emphasizes the importance of discovering blind spots and expanding understanding through critical friendships. It underscores the potential of polyvocal self-study methodology in fostering reciprocal transdisciplinary faculty development and stimulating innovation in established academic traditions (Samaras & Pithouse-Morgan, 2020). The preliminary findings of this self-study reveal that in addition to its primary objective of self-improvement, it has also generated valuable insights for other teacher educators to contemplate the arts-based approach as a viable means of fostering critical reflection. Student teachers’ strong inclination towards Banksy’s art provided unique perspectives and highlighted the need for self-study to be shaped by the following principles: grounded in a process- and performance-oriented approach, characterized by reflection and transdisciplinary collaboration, and infused with related theories.
Authors:
Miriam Cuccu, University of Macerata, Italy
Alexandra Anton, Åbo Akademi University, Finland
About the Presenter(s)
Ms Miriam Cuccu is a University Doctoral Student at University of Macerata in Italy
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