“Drawing out” understandings through arts-based inquiry in teacher education

Purpose: This paper explains a collaborative self-study research project that included an evolving arts-based inquiry (ABI) approach. The combined experiences of a visual artist/art educator and a drama educator, informed the design and use of ABI strategies to investigate practices of Australian teacher educator-researchers. These strategies are shared along with results from interviews that reveal the dynamics and value of this particular model of ABI within a larger research project.
Design/methodology/approach: ABI was included in the methodology of collaborative self-study. It involved listening to participants’ arts-based and written responses then basing the next provocations on these outcomes. This gave ownership to the group members and reinforced the community of practice foci.
Findings: ABI challenged academic identities and practices. It allowed for more enjoyment in the workplace, for reflection and reflective practice to develop. It provided opportunities for shifting perspectives and perceiving teaching practice differently, inspiring more creativity in teaching. It also improved relationships with co-workers and held the group together.
Research limitations/implications: The authors share this research to recommend others a way to collaborate within group research projects.
Practical implications: The authors found it vital to have a co-ABI facilitator from within the group to collaborate with, in order to develop the most appropriate ABI provocations within an emerging research project.
Social implications: This model of research can generate honest and in-depth insights for participants (members of a community of practice) as to how and why they do the work (practices) they do.
Originality/value: The study’s use of ABI offers an original perspective in the use of this methodology.