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Engaging visual-verbal journaling to enrich professional development: Building reflexive practice.

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Title: Engaging visual-verbal journaling to enrich professional development: Building reflexive practice.
Authors: Green, Jenna S.1 (AUTHOR) jsgreen@arizona.edu
Source: International Journal of Education through Art. Mar2026, Vol. 22 Issue 1, p103-121. 19p.
Subject Terms: *Journal writing, *Scholarly method, *Art teachers, *Career development, Reflexivity, Autoethnography, Professional identity
Abstract: How as art educators and researchers can we nurture our personal and professional growth? In this article, I revisit an autoethnographic pilot study that used visual-verbal journaling as a reflexive and contemplative arts-based method to challenge traditional professional development experiences. Focusing on conference attendance as a place to develop personally and professionally, this practice-led research sought to explore researcher reflexivity and identity development and contribute to slow scholarship. Through narrative writing, alongside journal entries, this article shares my experience attending the 2023 Mind & Life Summer Research Institute, an interdisciplinary and immersive conference for contemplative researchers, educators, practitioners and the like. Findings suggest that the act of journaling can enhance an embodied engagement with conference materials, supporting stronger connections to self, to artistic practice and to professional growth. The implications of the study open possibilities for art educators/researchers, as well as conference organizers, to (re)consider how we can more artfully engage with professional development events that supports our whole, developing selves. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Engaging visual-verbal journaling to enrich professional development: Building reflexive practice.
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  Data: *<searchLink fieldCode="DE" term="%22Journal+writing%22">Journal writing</searchLink><br />*<searchLink fieldCode="DE" term="%22Scholarly+method%22">Scholarly method</searchLink><br />*<searchLink fieldCode="DE" term="%22Art+teachers%22">Art teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22Reflexivity%22">Reflexivity</searchLink><br /><searchLink fieldCode="DE" term="%22Autoethnography%22">Autoethnography</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink>
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  Data: How as art educators and researchers can we nurture our personal and professional growth? In this article, I revisit an autoethnographic pilot study that used visual-verbal journaling as a reflexive and contemplative arts-based method to challenge traditional professional development experiences. Focusing on conference attendance as a place to develop personally and professionally, this practice-led research sought to explore researcher reflexivity and identity development and contribute to slow scholarship. Through narrative writing, alongside journal entries, this article shares my experience attending the 2023 Mind & Life Summer Research Institute, an interdisciplinary and immersive conference for contemplative researchers, educators, practitioners and the like. Findings suggest that the act of journaling can enhance an embodied engagement with conference materials, supporting stronger connections to self, to artistic practice and to professional growth. The implications of the study open possibilities for art educators/researchers, as well as conference organizers, to (re)consider how we can more artfully engage with professional development events that supports our whole, developing selves. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Mar2026
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