ARTISTIC ACTION FOR SUSTAINABILITY: USING STUDY CIRCLES WITH PRE-SERVICE ART TEACHERS

Tegund verkefnis: Vinnusmiðja
Titill: ARTISTIC ACTION FOR SUSTAINABILITY: USING STUDY CIRCLES WITH PRE-SERVICE ART TEACHERS
Fagsvið: Myndlist
Dagsetning: 3. Mars 2015
Vettvangur: Listasafn Árnesinga Hveragerði
Efnisorð: doktorsverkefni menntun til sjálfbærni, listkennsla
Lýsing: sjá á enskuEducation for sustainability (EFS) is now a significant issue in teacher education because pre-service teachers face complex challenges preparing their students for meeting today’s needs without compromising those of future generations. This thesis focuses on the potential of art in EFS by researching pre-service art teacher participation in a study circle and the use of resources used in the study circle which is a way of working towards collaboration with regard to new tasks. As students mature, their understanding and involvement at the local level serves as a springboard for study of regional, national and global issues. Once they understand how to live a more sustainable life by developing self-efficacy at home and in the school, students have the potential to transform action competence and self-efficacy into action efficacy. Research has shown that when various resources are embedded in teacher education with an emphasis on student driven activities action competence can be achieved. This project builds on participatory action research (PAR) at the Iceland Academy of the Arts. It seeks to understand how contemporary art can help pre-service teachers perceive, interpret, and understand the concept and experience of place and how collaboration can help them to understand EFS. The findings will also indicate how a study circle can identify and discover ethical challenges in contemporary life, and how pre-service art teachers can engage with these challenges through arts and art education. This proposal has the potential of bringing together action and reflection through the study circle, theory and practice, in participation with others. PAR produces reflective knowledge, which helps the participants to name their world and identify sustainability issues and to take action to change their world based on new knowledge.