Collaborative reflective experience and practice in education explored through self-study and arts-based research

Hannigan, Shelley, Raphael, Jo-Anne, White, Peta, Bragg, Leicha and Cripps Clark, John 2016, Collaborative reflective experience and practice in education explored through self-study and arts-based research, Creative approaches to research, vol. 9, no. 1, pp. 84-110.

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Title Collaborative reflective experience and practice in education explored through self-study and arts-based research
Author(s) Hannigan, ShelleyORCID iD for Hannigan, Shelley
Raphael, Jo-AnneORCID iD for Raphael, Jo-Anne
White, PetaORCID iD for White, Peta
Bragg, LeichaORCID iD for Bragg, Leicha
Cripps Clark, JohnORCID iD for Cripps Clark, John
Journal name Creative approaches to research
Volume number 9
Issue number 1
Start page 84
End page 110
Total pages 27
Publisher RMIT Pubications
Place of publication Melbourne, Vic.
Publication date 2016
ISSN 1835-9442
Keyword(s) teacher education
arts-based inquiry
self-study methodology
arts-based inquiry
Summary Eight teacher educators used self-study methodology to engage in reflective practice to overcome their isolation as individual teachers and researchers, and to facilitate professional development. Their research question asked: How can we continue to develop our teaching practice to ensure we are high quality, contemporary teacher educators? They contributed collaboratively in one overarching research project as well as through several focussed projects that explored issues in their individual teaching practices including: sustainability, creativity, curriculum design, pedagogy, assessment, and the learning experiences for students. This paper explores the outcomes from collaborative inquiry that five of the eight educator/researchers engaged in during a research-writing retreat. It documents their experience using arts-based strategies in which drawings were created about their experiences of engaging in a collaborative project and smaller focussed self-study projects. Analysis involved inquiring into each other’s drawings through recorded conversation. The metaphoric representations found through analysing the drawings provided insight into participants’ teaching practices and identities as teacher educators. Six months later when the participants had developed their projects further and used other artsbased methods to understand these experiences, they reflected on the key issues for their teaching practices that had arisen from undertaking this Collaborative Reflective Experience and Practice in Education research. Arts-based inquiries and reflective analysis over six months, constitute this paper. The experiences and analyses are shared to show how creating and sharing metaphoric meaning of visual representations is useful in self-study research to drill down into the real issues. Importantly, this in-depth sharing provides authentic interdisciplinary links when individual educators share their own approaches to teaching in their disciplined area. Findings suggest that gaining new insights into each other’s discipline-based approaches to teacher education through these methods, revealed different responses to pedagogical challenges and allowed for new possibilities for understanding the landscape of teacher education.
Language eng
Field of Research 130103 Higher Education
130201 Creative Arts, Media and Communication Curriculum and Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2016, Creative Approaches to Research
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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