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Managing cognitive dissonance in art teacher education
Citation
Heaton, R., & Kuan, S. C. L. (2023). Managing cognitive dissonance in art teacher education. Cambridge Journal of Education, 53(4), 473-494. https://doi.org/10.1080/0305764x.2023.2175789
Abstract
This paper presents autoethnographic strategies to manage cognitive dissonance in art teacher education. Dissonance, as a conflict in beliefs and actions, is discussed in educational research but not commonly in art education. By exposing the autoethnographic voices of three academic artist teachers based in the United Kingdom and Singapore, including that of one author, this paper identifies the constitution and location of cognitive dissonance in art education. Autoethnographic images and excerpts help reveal personal accounts of cognition whilst positioning dissonance in practice. Contributors to dissonance like belief and concept conflicts, demonstrative challenges and power relationships are also exposed. This paper recommends that educational stakeholders, such as education ministries, teacher education departments and school leadership teams collaborate to acknowledge, accept and begin to manage dissonance in art teacher education.
Date Issued
2023
Publisher
Taylor & Francis
Journal
Cambridge Journal of Education
Project
SUG-NAP 5/19 RH
Funding Agency
National Institute of Education, Singapore