Abstract
Abstract This research explores the relationship between reflexive engagement with personal narrative, and the refinement and development of value systems amongst trainee primary art teachers. Work generated during a critical studies module was gathered and analysed chronologically to isolate and interpret any moments of reflexivity associated with the use of personal narrative. This was compared with the conclusions drawn by students in their final essays to identify whether such reflexive activity had supported the articulation of subject specific values. The study revealed that reflexive activity can significantly broaden students’ understanding of the value of art and design, however, most students are unable to connect their newly refined values with any proposed actions for change. The report concludes by highlighting the difficulties associated with the swift ‘interpellation’ of student teachers in primary settings, recommending that values-led practice in art and design is supported in a practical, skills-based way by training providers.
Published Version
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