This paper examines the nature and unique contributions of teacher knowledge to research in visual arts education. Following a brief presentation of some recent developments in teacher knowledge in educational research, three projects in visual art education are discussed, each reflecting different methods including a phenomenological study, a case study, and action research. The issues and assumptions underlying the research methods, and the different roles that teachers play in the respective projects are examined. Criteria of goodness and trustworthiness in teacher knowledge, its contribution to the existing, university-based knowledge in the field conclude this evaluation.
|Original language||English (US)|
|Number of pages||17|
|Journal||Visual Arts Research|
|State||Published - 1993|