12 DISCUSSION
12.5 Implications for further research
This study has implications for how AI should be viewed and studied. By looking through a Deweyan lens using tools of narrative inquiry, this study contributes to a thoughtful understanding of AI in which it is a personal, organic process that is initiated and sustained by a teacher’s own creativity.
This expands the leading definition of AI by Silverstein & Layne in which AI is described as an “approach to teaching” and then continues with a student-centric description, “Students engage in a creative process which connects an art form and another subject area and meets evolving objectives in both” (ibid, 2010, p.10). This definition only tells half of the story. For students to be able to engage in a creative process the teacher has to plan and structure the experience. As this study reveals, AI implementation is conceived from the teacher’s own creativity and views of the arts. The way AI has been understood in the past excludes the significance of teacher perceptions of the arts and individual creativity. However, with inquiry like in this study in which the focus is on the teacher, a new understanding of AI can be established.
Teacher narratives of this study reflect the transactional quality of AI in which the response of students and their unique contributions help to shape the learning experience. This resonates with the Deweyan ontology of experience in which experience is an interaction between a subject and environmental (the physical, emotional, social, and imaginative) elements (Dewey, 1934).
Future research should view AI as an organic process stimulated by the teacher’s own creativity and as transactional. Research should also maintain teacher centrality as previously identified by Elbaz-Luwisch (2007).
Accordingly, the experience of teachers is a complex interaction of identity and environment (school system, leadership, working culture, etc.) which results in
an ongoing construction of meaning that informs pedagogical practice. This is the arena in which further research should take place. Narrative inquiry is well suited to this view of AI.
This study illustrates assertions from Windsor-Liscombe (2016) that were previously mentioned in the literature review in which “a shared vision of the arts in education” and “teacher autonomy” are essential for teachers to develop their own practices of AI. Going forward, research focused on notions of teacher autonomy and teachers’ theoretical framework of the arts may provide valuable contributions to the arts in education. Exploring these topics in other educational contexts may illuminate connections between environmental elements and AI implementation. Potentially, elements in an education system that support or obstruct a teacher’s sense of autonomy and its application of integrating the arts can be identified.
In conclusion, identifying teachers’ theoretical views on art, the relationship of AI and teacher autonomy, a stronger sense of student development, and an expanded understanding of AI as innately personal and transactional with the teacher at the center contributes to the development of arts-based teaching and learning. The findings as informed by teacher narratives suggests the Finnish education system is conducive to arts based teaching and learning. Supplementary research should be done to determine how influential the arts are to the character and outcomes of schools in Finland.
As new questions emerge concerning the role of the arts in education inquiry should seek to understand the intricacies of arts teaching and learning through the voices of teachers.
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