This article explains my living educational theory in the form of a professional framework that I call PART, which conceptually unites the roles of the artist, researcher and teacher (ART) to foster critical, participatory (P), and socially engaged action. I discuss how I improved my practice over four action research cycles to be more in line with my professed values of creativity, connectedness and care, followed by six learning platforms conducted with pre-service art teachers and community children in a South African context. Evidence of the students’ transformational learning was gathered over six learning platforms. Reflecting on my observations, pedagogical strategies and on students’ visual images and critical reflections on their learning, I found that the professional framework changed pre-service art teachers’ views – they became more learner-centred, using art as a mediating tool to engage learners in thinking about critical social issues and developed collaborative and leadership skills. The fundamental principles of the framework, aimed at developing critically engaged and reflective practitioners, working in diverse learning environments could be applied to almost any discipline within teacher education.

本文以我称为PART的专业框架的形式解释了我的生活教育理论，该概念在概念上统一了艺术家，研究人员和老师（ART）的角色，以促进批判性，参与性（P）和社会参与行为。我将讨论如何在四个行动研究周期中改进自己的实践，使其更符合我自称的创造力，联系性和关怀价值，然后讨论在南非背景下与职前艺术老师和社区儿童一起开展的六个学习平台。在六个学习平台上收集了学生进行转型学习的证据。反思我的观察，教学策略以及学生的视觉图像和学习的批判性思考，我发现专业框架改变了职前美术老师的观点-他们变得更加以学习者为中心，使用艺术作为中介工具来促使学习者思考关键的社会问题，并发展了协作和领导能力。该框架的基本原则旨在培养在不同学习环境中工作的批判性和反思性的从业人员，几乎可以应用于教师教育中的几乎所有学科。