A collaborative self-study exploring the experiences of Creative Arts teacher educators to inform professional practice
| dc.contributor.advisor | Müller, Marguerite | en_ZA |
| dc.contributor.author | Chisale, Paseka Blessing | en_ZA |
| dc.date.accessioned | 2025-01-10T14:20:01Z | |
| dc.date.available | 2025-01-10T14:20:01Z | |
| dc.date.issued | 2024 | en_ZA |
| dc.description | Thesis (Ph.D.(Higher Education Studies))--University of the Free State, 2024 | en_ZA |
| dc.description.abstract | This thesis represents a living assemblage of my personal development as a Creative Arts teacher educator and the collective experiences of other educators in this field. By intertwining my educational journey with a broader focus on Creative Arts teacher education, the study reflects how my background in Art Education informs and shapes my current practices. Using self-study and Arts-Based Research (ABR) methods, I explore the interplay between personal memories, past experiences, and the evolving identity of Creative Arts teacher educators. Central to this inquiry is the concept of rhizomatic pockets, which are repositories of knowledge and memories that shape individual pedagogical practices, and the collective understanding of how past experiences influence present and future teaching. Drawing on the narrative of the Avengers' journey in 𝘌𝘯𝘥𝘨𝘢𝘮𝘦 this study illustrates the process of revisiting and reinterpreting significant moments in teaching and learning, allowing educators to shed biases and inform future practice. It emphasises the importance of reflexive and collaborative learning, highlighting the transformative potential of engaging with colleagues, mentors, and students to create a richer, more nuanced understanding of teaching and learning within Creative Arts Teacher Education. The study advocates for positioning Creative Arts classrooms as dynamic research sites where teacher educators engage in inquiry to understand how collective experiences and contextual factors shape pedagogy. Recognising classrooms as spaces where social and physical environments intersect, I argue for acknowledging the lived experiences of both students and educators as rhizomatic pockets that inform practice. Educators can foster meaningful student engagement, cultivate confidence, and promote artistic expression by creating safe and supportive environments. Further, this research highlights the value of collaboration and communities of practice. It suggests that through collaborative self-study and reflexive practices, Creative Arts teacher educators can co-construct knowledge, mentor each other, and engage in continuous professional growth. Collaborative research in this context enhances individual pedagogical practices and the collective development of evidence-based best practices for Creative Arts Teacher Education. Ultimately, this study highlights the importance of lifelong learning and adaptability for Creative Arts teacher educators. By embracing a research-oriented, reflexive approach, teacher educators can innovate within their classrooms, contribute to the advancement of Creative Arts Teacher Education, and better prepare future educators. The concept of rhizomatic pockets emerges as a guiding framework for understanding how personal and collective experiences can transform teaching and learning within this field. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12971 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Creative Arts Teacher Education | en_ZA |
| dc.subject | Rhizomatic pockets | en_ZA |
| dc.subject | Creative Arts | en_ZA |
| dc.subject | Assemblage of becoming | en_ZA |
| dc.subject | Self-study | en_ZA |
| dc.subject | Arts-based research | en_ZA |
| dc.subject | Artist | en_ZA |
| dc.subject | Teacher Education | en_ZA |
| dc.title | A collaborative self-study exploring the experiences of Creative Arts teacher educators to inform professional practice | en_ZA |
| dc.type | Thesis |