Professional practice in Art and Crafts
Teachers' readiness to act in the workplace
DOI:
https://doi.org/10.7577/formakademisk.5220Keywords:
The school subject Art and Crafts, action-based knowledge, embodied knowledge, vocational knowledge, professional knowledgeAbstract
The study is based on the personal experiences of Art and Crafts teachers’, and discusses what the teachers describe doing during their workday. The aim is to contribute to practice-oriented research in Art and Crafts by examining professional practice from the teacher's perspective. The analysis is based on interviews with nine teachers who give us a glimpse into their workday. The theoretical basis of the study builds on a phenomenological understanding of professional knowledge as action-based knowledge. More precisely, the teachers’ readiness to act is examined, understood as the knowledge and skills teachers need for their regular workday. We ask – what is the Art and Crafts teacher's readiness to act in their day-to-day professional life? The findings highlight the complexity of teachers’ professional practice. The analysis shows that readiness to act is composed of three dimensions: logistics and organisation; the practical, embodied knowledge of the teacher; and the teaching itself.
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