Purpose

This paper explains a collaborative self-study research project that included an evolving arts-based inquiry (ABI) approach. The combined experiences of a visual artist/art educator and a drama educator, informed the design and use of ABI strategies to investigate practices of Australian teacher educator-researchers. These strategies are shared along with results from interviews that reveal the dynamics and value of this particular model of ABI within a larger research project.

Design/methodology/approach

ABI was included in the methodology of collaborative self-study. It involved listening to participants’ arts-based and written responses then basing the next provocations on these outcomes. This gave ownership to the group members and reinforced the community of practice foci.

Findings

ABI challenged academic identities and practices. It allowed for more enjoyment in the workplace, for reflection and reflective practice to develop. It provided opportunities for shifting perspectives and perceiving teaching practice differently, inspiring more creativity in teaching. It also improved relationships with co-workers and held the group together.

Research limitations/implications

The authors share this research to recommend others a way to collaborate within group research projects.

Practical implications

The authors found it vital to have a co-ABI facilitator from within the group to collaborate with, in order to develop the most appropriate ABI provocations within an emerging research project.

Social implications

This model of research can generate honest and in-depth insights for participants (members of a community of practice) as to how and why they do the work (practices) they do.

Originality/value

The study’s use of ABI offers an original perspective in the use of this methodology.

中文翻译：

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在教师教育中通过基于艺术的探究来“汲取”理解

目的

本文介绍了一项协作式自学研究项目，其中包括基于艺术的不断发展的探究（ABI）方法。视觉艺术家/艺术教育者和戏剧教育者的结合经验，为设计和使用ABI策略来调查澳大利亚教师教育者-研究人员的实践提供了信息。这些策略与采访结果共享，这些结果揭示了在更大的研究项目中这种特定ABI模型的动态和价值。

设计/方法/方法

ABI包含在协作式自学方法中。它涉及听取参与者基于艺术的书面答复，然后在这些结果的基础上进行下一次挑衅。这赋予了组成员所有权，并加强了实践焦点社区。

发现

ABI向学术身份和实践提出了挑战。它使工作场所获得更多乐趣，促进了反思和反思实践的发展。它为转变观点和不同的教学实践提供了机会，在教学中激发了更多的创造力。它还改善了与同事的关系，并将团队团结在一起。

研究局限/意义

作者分享了这项研究，以推荐其他人在小组研究项目中进行协作的方式。

实际影响

作者发现，至关重要的是，必须要有一个小组内的ABI共同推动者进行协作，以便在一个新兴的研究项目中开发出最合适的ABI挑衅。

社会影响

这种研究模型可以为参与者（实践社区的成员）提供诚实和深入的见解，以了解他们如何以及为什么进行工作（实践）。

创意/价值

该研究对ABI的使用为这种方法的使用提供了独到的见解。