Empowering arts teachers to embrace and enact The Australian Curriculum - The Arts: A Tasmanian perspective
MacDonald, A and Polly, J, Empowering arts teachers to embrace and enact The Australian Curriculum - The Arts: A Tasmanian perspective, National Visual Art Education Conference Program, 21-23 January, Canberra, ACT (2019) [Conference Extract]
This presentation shares insights from an initial evaluation of collaborative Arts teacher professional learning initiatives recently implemented in Tasmania. The teacher professional learning programs involved multi-stakeholder investment and collaboration from tertiary institutions, teacher professional associations, Arts industry and the Tasmanian Department of Education. The Tasmanian context represents one of the most vibrant creative communities in Australia (Lehman & Reiser, 2014) at the same time as having one of the lowest levels of educational attainment (Stratford, Field, Grant & Ambrose, 2016). This presentation explores how these contrasting dynamics contribute to what we posit are some of the nation’s most curious, courageous and exciting examples of enactment of the Australian Curriculum, and the teacher professional learning collaborations supporting this enactment.
Drawing together a rich tapestry of survey and interview data, this presentation renders qualitative and quantitative insights to highlight how Arts teacher professional learning initiatives in Tasmania work to support art teachers to develop confidence in their enactment of The Australian Curriculum - The Arts. We share our experience of negotiating what we identify as the key enablers and inhibitors of professional learning collaboration, and the approaches taken to successfully permeate stakeholder boundaries to support Arts teacher to embrace and enact curriculum.
Professional learning, collaboration, consultation, co-design, Arts teachers, Australian Curriculum – The Arts