Preview

PDF 567Kb

This article presents the findings of an investigation of eLearning & teaching in Arts education in Australian Initial Teacher Education (ITE) degrees. This project used survey and interviews to collect data from academics in 16 universities in 5 Australian states regarding their experiences of eLearning and Arts education. A rigorous and comprehensive thematic, inductive approach to the analysis of data revealed four main themes: congruence and incongruence of eLearning in Arts education with academic identity, dissonance between eLearning and the nature of Arts education, negatively perceived reasons for teaching Arts education in an eLearning mode, and some expressions of positive experiences in this space. These themes revealed a divided, unsettled and challenging space with pockets of acceptance, but characterised by epistemological and pedagogical questions, doubts and uneasiness.

Item Type:	Refereed Article
Keywords:	Higher Education, eLearning, identity, Arts education, pre-service teacher, initial teacher education student, primary education
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Creative arts, media and communication curriculum and pedagogy
Objective Division:	Education and Training
Objective Group:	Teaching and curriculum
Objective Field:	Teacher and instructor development
UTAS Author:	Baker, WJ (Dr Bill Baker)
UTAS Author:	Hunter, M-A (Associate Professor Mary Ann Hunter)
UTAS Author:	Thomas, S (Dr Sharon Thomas)
ID Code:	113684
Year Published:	2016
Deposited By:	Education
Deposited On:	2017-01-13
Last Modified:	2018-03-29
Downloads:	136 View Download Statistics