Investigating the Experiences of Special School Visual Arts Teachers: An Illustration of Phenomenological Methods and Analysis

Abstract

This paper reports on a recent hermeneutic phenomenological study aimed at understanding the experiences of special school teachers in Hong Kong, and specifically visual arts teachers tasked with teaching students with intellectual disabilities. Illustrating the use of a phenomenological research method, the paper outlines the methodology and procedure followed in respect of determining the source of data, conducting phenomenological interviews, and formulating themes. The themes that emerged from the interviews were examined in conjunction with the stories told by the teachers. The special school visual arts teachers who participated in this study have strong emotional and personal connections with their students. In relation to performing their teaching role, the teachers had experienced problems of various kinds, with many of these problems unique to the special school settings. In an effort to tackle these problems and improve their teaching, these teachers engaged in reflection and explored a variety of ways to enhance their students’ learning. Despite the practical learning problems their students experience, the teachers maintained that studying visual arts is beneficial to their students’ whole-person development. The paper concludes with a critical reflection on the nature of teaching visual arts to students with intellectual disabilities.

Additional information

Notes on contributors

Cheung On Tam

Dr Cheung On Tam graduated as Master of Education in 1996 from the University of Hong Kong and Doctor of Philosophy in 2006 from the University of London, where he was later awarded a Visiting Fellowship in the Institute of Education from May to July 2009. He is currently employed at the Education University of Hong Kong as Associate Professor in the Department of Cultural and Creative Arts.

Co-Editor of the Asia-Pacific Journal of Arts Education, Dr Tam has published in the Canadian Review of Art Education (2006), the Indo-Pacific Journal of Phenomenology (2008), the International Journal of Education Through Art (2010), Research in Arts Education (2010), Research in Learning Technology (2012), The International Journal of Arts Education (2012, 2013) and the International Journal of Art and Design Education (in press).