Engaging in reflective practices: Investigating pupils’ experiences of art from a phenomenological perspective

Research output: Contribution to journalArticles

Abstract

This article reports on three cases of primary and secondary schoolteachers investigating their pupils' experiences of art from a phenomenological perspective. Using the three cases as illustrations, the article discusses how these teachers, having limited knowledge of research and aesthetics, selected study topics, determined the scope and method of data collection, conducted conversational interviews and interpreted the data collected. The article reveals the ways in which small-scale phenomenological studies can be carried out in a school context, with the ultimate aim of improving teachers' own practices. The article concludes with an analysis of phenomenological studies as a form of professional reflective practice. Copyright © 2010 Intellect.
Original languageEnglish
Pages (from-to)181-195
JournalInternational Journal of Education Through Art
Volume6
Issue number2
DOIs
Publication statusPublished - Oct 2010

Citation

Tam, C.-O. (2010). Engaging in reflective practices: Investigating pupils’ experiences of art from a phenomenological perspective. International Journal of Education Through Art, 6(2), 181-195. doi: 10.1386/eta.6.2.181_1

Keywords

  • Art education
  • Experience of art
  • Phenomenological study
  • Reflective practice
  • Teacher education

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