IN-PERSON Prague Research & Teaching Conference

Abstract

At the University of South Australia, my approach to arts education for Pre-service teachers applies embodied learning principles. It emphasises active learning informed by critical theory and Ethics of Care (MacGill, 2022).
The Foundations in Art Education course introduces arts education for Primary and Early childhood education Pre-service teachers. The content is tailored to respective levels while maintaining shared thematic elements. We use drama-based instruction (DBI) strategies to scaffold students’ learning experiences that encourage active participation. I developed a weekly Pressbook reflecting contemporary reading habits to address declining engagement with traditional reading materials. This Pressbook includes links to videos, definitions, and other online resources, aligning with students’ accustomed way of consuming information and bridging the gap between traditional academic resources and modern digital literacy. I integrated students’ learning experiences into classroom activities, such as the Microteach, a 20-minute teaching exercise delivered by students in pairs. This assignment promotes collaborative learning and deeper engagement with the material. This shift redefines the Tutor’s role from a traditional “banking” model of knowledge delivery to that of a facilitator who supports and guides the learning process (Freire, 1970). By embedding these practices within the course structure, we create an engaged learning environment that reflects the realities of contemporary education. This approach is embodied and enhances Pre-service teachers’ understanding of their future role as arts educators and creative curriculum designers, helping them to navigate and contribute to the evolving educational landscape with confidence and critical awareness.