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Volume 21 Number 4 February 5, 2020

Narrative Inquiry, Pedagogical Tact and the Gallery Educator

Jennifer Andersen
University of Melbourne, Australia

Marnee Watkins
University of Melbourne, Australia

Robert Brown
University of Melbourne, Australia

John Quay
University of Melbourne, Australia

Citation: Andersen, J., Watkins, M., Brown, R., & Quay, J. (2020). Narrative inquiry, pedagogical tact and the gallery educator. International Journal of Education & the Arts, 21(4). Retrieved from http://doi.org/10.26209/ijea21n4.

Abstract

乐百家手机版登录首页this paper responds to the need for a deeper understanding of gallery educator practice. focusing on a significant encounter in a major city public gallery, it describes how narrative inquiry offers new insights into how experienced gallery educators shape school education sessions based on prior knowledge and experience, and in-the-moment observations and judgements. responding to artworks, artists, gallery spaces, and students’ needs and interests, gallery educator practice is infused with ‘pedagogical tact’. narrative inquiry makes this complex teaching visible and, in doing so, affords a valuable approach to professional learning.

Visual Abstract

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Mission

The International Journal of Education & the Arts currently serves as an open access platform for scholarly dialogue. Our commitment is to the highest forms of scholarship invested in the significances of the arts in education and the education within the arts. Read more about our mission…

Editors

IJEA holds strong commitment to research in interdisciplinary arts education. Our editors are respected scholars from different arts fields working together to achieve our high standard. Read more about editors…

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