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SubmittedCC BY-NC V4.0, Open Access
Journal article
From practice to pedagogy: A model of praxis-focused creative arts assessment in initial teacher education
Arts and Humanities in Higher Education, Online First
2025
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.
Details
- Title
- From practice to pedagogy: A model of praxis-focused creative arts assessment in initial teacher education
- Authors/Creators
- Katie Burke - University of Southern QueenslandDavid RoyWilliam Baker - University of TasmaniaSian Chapman - Murdoch UniversityKatie Hotko - Southern Cross UniversityAmy Hamilton - Flinders University
- Publication Details
- Arts and Humanities in Higher Education, Online First
- Publisher
- SAGE PUBLICATIONS LTD; LONDON
- Number of pages
- 25
- Identifiers
- 991005845395207891
- Copyright
- © The Author(s) 2025
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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