Incorporating Arts-Based Pedagogy: Moving beyond Traditional Approaches to Teaching Qualitative Research

Autor/inn/en	Moreno, Rhia; Guthrie, Kate Hobgood; Strickland, Katie
Titel	Incorporating Arts-Based Pedagogy: Moving beyond Traditional Approaches to Teaching Qualitative Research
Quelle	In: Teaching & Learning Inquiry, 11 (2023), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Moreno, Rhia) ORCID (Guthrie, Kate Hobgood) ORCID (Strickland, Katie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-4779
Schlagwörter	Teaching Methods; Art Education; Educational Philosophy; Teacher Student Relationship; Student Attitudes; Experiential Learning; Higher Education; Qualitative Research; Poetry; Teacher Education Programs; Graduate Students; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; Research Training; Masters Programs + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Bildungsphilosophie; Erziehungsphilosophie; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Experiental learning; Erfahrungsorientiertes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Lyrik; Poesie; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Magister course; Magisterstudiengang
Abstract	Arts-based pedagogy has the potential to reimagine "traditional" research to engage learners in expanded and innovative methods, while also creating space for student voices. Grounded in a Deweyan experiential framework informed by arts-based pedagogy, this reflective dialogue revolves around a pedagogical reframing of a data analysis unit in a qualitative research course with specific focus on the incorporation of creative analysis. We came together as three participants (instructor, student, and scholar) within this experience to collaboratively share insights on the pedagogical approach, particularly as experienced through the eyes of the learner. Implications include how arts-based experiential inquiry can empower novice researchers to explore new avenues for sense-making while also extending across disciplines to support the inclusion of arts-based reflective practices in higher education. (As Provided).
Anmerkungen	University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01