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Managing cognitive dissonance in art teacher education
Heaton, Rebecca ; Quan, Shannon Chan Lai
Cambridge journal of education, 2023-07, Vol.53 (4), p.473-494
[Periódico revisado por pares]
Cambridge: Routledge
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Título:
Managing cognitive dissonance in art teacher education
Autor:
Heaton, Rebecca
;
Quan, Shannon Chan Lai
Assuntos:
Art education
;
Art Teachers
;
Autoethnography
;
Barriers
;
Cognition
;
Cognitive dissonance
;
Cognitive Processes
;
College Faculty
;
dissonance
;
Educational research
;
Ethnography
;
Expectation
;
Foreign Countries
;
Power Structure
;
Psychological Patterns
;
Reflection
;
Teacher Attitudes
;
Teacher Education
;
Verbal accounts
É parte de:
Cambridge journal of education, 2023-07, Vol.53 (4), p.473-494
Descrição:
This paper presents autoethnographic strategies to manage cognitive dissonance in art teacher education. Dissonance, as a conflict in beliefs and actions, is discussed in educational research but not commonly in art education. By exposing the autoethnographic voices of three academic artist teachers based in the United Kingdom and Singapore, including that of one author, this paper identifies the constitution and location of cognitive dissonance in art education. Autoethnographic images and excerpts help reveal personal accounts of cognition whilst positioning dissonance in practice. Contributors to dissonance like belief and concept conflicts, demonstrative challenges and power relationships are also exposed. This paper recommends that educational stakeholders, such as education ministries, teacher education departments and school leadership teams collaborate to acknowledge, accept and begin to manage dissonance in art teacher education.
Editor:
Cambridge: Routledge
Idioma:
Inglês
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