From Practice to Pedagogy: A Model of Praxis-Focused Creative Arts Assessment in Initial Teacher Education
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| Title: | From Practice to Pedagogy: A Model of Praxis-Focused Creative Arts Assessment in Initial Teacher Education |
|---|---|
| Language: | English |
| Authors: | Katie Burke (ORCID |
| Source: | Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice. 2026 25(3):259-283. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Preservice Teacher Education, Art, Praxis, Preservice Teachers, Student Evaluation, Foreign Countries, Reflection, Art Education |
| Geographic Terms: | Australia |
| DOI: | 10.1177/14740222251412056 |
| ISSN: | 1474-0222 1741-265X |
| Abstract: | In response to the growing need for authentic, pedagogically sound assessment in Initial Teacher Education (ITE), this study presents a model of praxis-focused Creative Arts assessment designed to integrate arts-making, critical reflection, and pedagogical theorising. Drawing on a multi-site, collaborative autoethnographic study involving six Australian universities, the research uses document analysis and thematic analysis of student survey data to identify critical characteristics that underpin effective praxis-focused assessment: meaningful context, embodied arts engagement, and critical reflection, which collectively contribute to theory-practice integration. The study results in a theoretically grounded and empirically supported model of praxis-focused assessment that is affirmed as a pedagogical tool for preparing confident, competent arts educators. The model offers a framework for assessment in Creative Arts ITE, enhancing student engagement and classroom readiness while addressing contemporary challenges such as generative AI and online learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508988 |
| Database: | ERIC |
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