Thinking through practice: exploring ways of knowing, understanding and representing the complexity of teaching

Abstract

In recent times there has been a cross-disciplinary amplification of interest in the concept of practice. In this context, there is a growing body of research considering how teaching and teacher education might be viewed using the conceptual lens of practice. In this article, I explore practice theories to identify common themes and principles that constitute a conceptual framework for the investigation of the lived experience of teaching. From this foundation, a methodological framework based on collaborative inquiry and postmodern emergence is derived. Examples are offered of the way the conceptual framework and methodological approach have been activated through the first stage of a research programme that collaboratively engages the dual voices of academic researcher and classroom practitioners as co-researchers. Analysis of qualitative data reveals the potential and limitations of this practice-based foundation as a way to know, understand and represent the complexity of teaching. In conclusion, the article develops a number of propositions as the basis for further research.

• practice
• teacher education
• teaching
• visual arts

Acknowledgements

I express my appreciation to the four teacher-researchers involved in this project and the CSU Faculty of Education who provided funding and support.

Additional information

Notes on contributors

Donna Mathewson Mitchell

Donna Mathewson Mitchell is Senior Lecturer in Education at Charles Sturt University. Her research interests include art education, teaching practice and education in public spaces.