Teacher-Artist Partnership (TAP) programmes in Ireland have, historically, tended to be ad-hoc, short-term, and underfunded. They have, moreover, lacked an explicit focus on teacher CPD. In 2014, a Government of Ireland funded initiative was set up to address these shortcomings and to explore how TAP, as a model of CPD, could support arts education in Ireland’s primary schools. The initiative involved six teachers and six artists collaborating on arts projects in six schools across the country. In this article, the authors examine three of these partnerships, focusing, specifically. on the professional development enabled by TAP for the three teachers involved. In their analysis, the authors draw on data from an initial week-long residential summer course and the ensuing in-school partnerships. Data sources include teachers’ and artists’ diaries, classroom observations and focus group interviews. The authors found that TAP enabled considerable professional development for the three participating teachers, all of whom were highly motivated and had significant expertise in the arts/arts education. In this article, they consider the implications of their findings for the role of TAP in developing a sustainable approach to arts education in Ireland’s primary schools.

从历史上看，爱尔兰的教师-艺术家合作 (TAP) 计划往往是临时的、短期的且资金不足。此外，他们缺乏对教师 CPD 的明确关注。2014 年，一项由爱尔兰政府资助的倡议成立，以解决这些缺点，并探索 TAP 作为 CPD 的典范如何支持爱尔兰小学的艺术教育。该倡议涉及六名教师和六名艺术家，他们在全国六所学校开展艺术项目合作。在这篇文章中，作者研究了其中三个伙伴关系，特别是重点。关于 TAP 为所涉及的三位教师提供的专业发展。在他们的分析中，作者利用了最初为期一周的暑期住宿课程和随后的校内合作伙伴关系的数据。数据来源包括教师和艺术家的日记，课堂观察和焦点小组访谈。作者发现，TAP 为三位参与的教师带来了相当大的专业发展，他们都非常积极，并且在艺术/艺术教育方面拥有丰富的专业知识。在这篇文章中，他们考虑了他们的发现对 TAP 在爱尔兰小学发展可持续艺术教育方法中的作用的影响。