Collaborative reflection practice among artists, museum educators, and school teachers in art museum settings

Abstract

ABSTRACT reflective practice is widely used by scholars in the field of education to explore teachers’ belief behind teaching. Reflective practices mainly focus on individual or peers’ reflection, in particular to the reflection between school teachers. However, reflective practice across different roles outside the classroom is sparse. This article examines the reflective practices of two groups of participants, each comprising three different roles: artists, museum educators, and primary school teachers. This study employs video reflection to assist the practitioners in reflecting on their collaborative teaching in two different art museums. The practitioners are guided to reflect on their beliefs behind teaching, their teaching pedagogies, and theories behind their teaching methods through different levels in terms of descriptive reflection, conceptual reflection, and critical reflection. The findings indicate that collaborative reflection among the three roles could potentially impact a change from teacher-led teaching to student-centered learning and disrupt the structured teaching pattern. This study contributes to the understanding of reflective practice across multiple roles and offers implications for enhancing teaching practices in art education.