Many have defined the artist-teacher, most notable Alan Thornton (2013), who outlines the artist-teacher as an individual who practices making art and teaching art and is dedicated to both activities as a practitioner. However, this definition does not specifically define the artist-teacher in adult community learning (ACL). This article considers if this definition is applicable to artist-teachers working in this sector. ACL has its own qualities that set it apart from other educational sectors, such as secondary and higher education, including precarious work hours (Westminster Hall 2021). This article interrogates if these affect the identity of the artist-teachers working in ACL, and thus how they need to be defined. In this article, several similar terms and definitions are considered for their applicability to the artist-teacher in ACL and results from artist-teacher participants in relation to this are analyzed.

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对成人社区学习中艺术家-教师新定义需求的质疑

许多人定义了艺术家教师，最著名的是艾伦桑顿 (Alan Thornton) (2013)，他将艺术家教师概括为一个从事艺术创作和艺术教学的个人，并作为实践者致力于这两项活动。然而，这个定义并没有具体定义成人社区学习（ACL）中的艺术家-教师。本文考虑此定义是否适用于在该部门工作的艺术家教师。ACL 有自己的品质，使其有别于其他教育部门，例如中等和高等教育，包括不稳定的工作时间（威斯敏斯特大厅 2021）。本文询问这些是否会影响在 ACL 工作的艺术家-教师的身份，因此需要如何定义它们。在本文中，