ABSTRACT

Many universities in Australia and internationally now offer education degrees entirely online, without any requirement for face-to-face learning on university campuses. The transition to online learning has occurred rapidly, and has had particularly strong uptake in Initial Teacher Education. This paper examines the perspectives and experiences of eight academics in Australian higher education who teach creative arts courses to pre-service teachers via online modes of delivery. Research indicates that insufficient opportunities have existed for some time in adequately providing opportunities to pre-service teachers to develop the arts teaching and learning skills, and these concerns are potentially compounded in online contexts which do not readily permit the interpersonal, kinaesthetic and collaborative engagement with arts-specific materials and processes that are usually central to creative arts learning. Using in-depth interviews and thematic analysis, the researcher sought to understand the individual perspectives and experiences of arts academics who now deliver creative arts learning in teacher education online. The research reveals that arts learning must be significantly re-imagined for the online learner, that the potential to do this can be realised, but that additional support will be required to ensure this is a consistent reality.

摘要

澳大利亚和国际上的许多大学现在完全在线提供教育学位，无需在大学校园进行面对面学习。向在线学习的过渡发生得很快，并且在初级教师教育中特别受欢迎。本文考察了澳大利亚高等教育中八位通过在线授课方式向职前教师教授创意艺术课程的学者的观点和经验。研究表明，一段时间以来，在为职前教师充分提供发展艺术教学和学习技能的机会方面存在的机会不足，而这些问题可能会在在线环境中变得复杂，因为在线环境不允许人际交往，与艺术特定材料和过程的动觉和协作参与，这些材料和过程通常是创造性艺术学习的核心。通过深入访谈和主题分析，研究人员试图了解现在在线教师教育中提供创造性艺术学习的艺术学者的个人观点和经验。研究表明，必须为在线学习者重新构想艺术学习，这样做的潜力可以实现，但需要额外的支持以确保这是一致的现实。