Art educators’ professional learning: reflecting together to consider ontologies of quality in our praxis

Abstract

Opportunities to interrogate praxis through professional learning and reflection is common for school teachers but is not straightforward or as frequently practised by tertiary educators, particularly from across different universities. In this article, the authors who are arts educators from various universities explore a framework that focuses on ‘quality’ visual art education. The aim was to ascertain if an ontology could be enacted to inform our collective knowledges about quality in arts education across our different contexts. Through collaborative self-study and the application of practice architectures common issues in higher education teaching are discussed. Cases are shared from cr..