International Journal of Art & Design Education

Teacher Training in the Arts: At the Vanishing Point

Volume 18.3   1999



The study presented and discussed in this paper interrogates the responses of ten experienced arts teacher-trainers in reflexive conversation about their working practices, and focuses incidentally upon their use of figurative language in presenting themselves. The framework adopted for analysis - and used by the researcher in guiding the conversations - was derived from Schšn's profile of the professional in The Reflective Practitioner, 1983. The findings are not optimistic - they suggest adherence to established and traditional ways of understanding teaching and learning.