Abstract
This chapter discusses the appropriateness of art-based research methods in deliberating on pre-service teacher education. Based on a combination of interviews, filming and painting, participants are asked to reflect on learning and values which will provide strong foundations that will underpin their future teaching practice. The process is complex and demands the attention of the researcher to examine the visual artefact, text, movement and voice of the preservice teacher.
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Arnold, J. (2012). The Role of Artful Practice as Research to Trace Teacher Epiphanies. In: Vicars, M., McKenna, T., White, J. (eds) Discourse, Power, and Resistance Down Under. Transgressions, vol 88. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-037-8_14
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DOI: https://doi.org/10.1007/978-94-6209-037-8_14
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