• Ei tuloksia

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.

REFERENCES

Aladin, Katija. 2018. “A Guiding Light”: Illuminating the Path for French

Immersion Teacher Identity Exploration in Alberta, Canada. University of Jyväskylä. Department of Education and Psychology.

Baker, D. (2013). Art Integration and Cognitive Development. Journal for Learning through the Arts, 9(1) Retrieved from

https://escholarship.org/uc/item/9wv1m987

Bakhtin, M. (1986). Speech Genres & Other Late Essays edited by C. Emerson and M. Holquist, trans, 10.

Baldacchino, J., & Biesta, G. (2017). Weak Subjects. On art’s art of forgetting- an interview with John Baldacchino by Gert Biesta. In Naughton, C., Biesta, G., & Cole, D. R. (Eds.), Art, artists and pedagogy: Philosophy and the arts in education. (pp.137- 140) Routledge.

Bresler, L. (1995). The subservient, co-equal, affective, and social integration styles and their implications for the arts. Arts education policy review, 96(5), 31-37.

Bruner, J. (1960). The importance of structure. In The process of education (pp. 16-32). Cambridge, MA: Harvard University Press.

Burton, J., Horowitz, R., Abeles, H. (1999) Learning In and Through the Arts:

Curriculum Implications. In E. Fiske (Ed.), Champions of change: The impact of the arts on learning (pp. 50-61). The Arts Education Partnership and The President’s Committee on the Arts and the Humanities. Washington, DC.

Clandinin, D. J. (2007). Handbook of narrative inquiry: Mapping a methodology.

Thousand Oaks, Calif. ; London: SAGE.

Conle, C. (2000). Narrative inquiry: Research tool and medium for professional development: ATEE journal. European Journal of Teacher Education, 23(1),

49. Retrieved from

https://search-proquest-com.ezproxy.jyu.fi/docview/211256226?accountid=11774

Darling-Hammond. L., Orcutt. S., Austin. K. (2003). The Learning Classroom:

Theory into Practice. Course Guide (pdf). Retrieved from:

https://www.learner.org/courses/learningclassroom/support/10_arch_

know.pdf

Dewey, J. (1934). Art as experience. New York: Minton, Balch, and Company.

Dewey, J. (1981c). The later works, 1925–1953: Vol. 10. Art as experience (J.

A.Boydston, Ed.).Carbondale: Southern Illinois University Press.

Eisner, E. W. (2002). The arts and the creation of mind. New Haven: Yale University Press.

(article summary:)

https://pdfs.semanticscholar.org/91e0/89135133a61104bfa70e9f229e56c8f f9266.pdf

Elbaz-Luwisch, F. (2007). Studying teachers' lives and experience: narrative inquiry into k–12 teaching. In Clandinin, D. J. Handbook of narrative inquiry:

Mapping a methodology (pp. 357-382). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781452226552

Erickson, F. (1986). Qualitative methods in research on teaching. In Wittrock, M.

C. (Ed.), Handbook of research on teaching (pp. 119–161). New York: MacMillan.

Finnish National Agency for Education (Opetushallitus). (2016). National core curriculum for basic education 2014. Helsinki: Finnish National Board of Education. Retrieved

from https://www.ellibslibrary.com/jyu/9789521362590

Goldblatt, P. (2006). How John Dewey's theories underpin art and art education. Education and culture, 17-34.

Huotilainen, M., Rankanen, M., Groth, C., Seitamaa-Hakkarainen, P., & Mäkelä, M. (2018). Why our brains love arts and crafts. FormAkademisk -

Forskningstidsskrift for Design Og Designdidaktikk, 11(2).

https://doi.org/10.7577/formakademisk.1908

Hyde, K. L., Lerch, J., Norton, A., Forgeard, M., Winner, E., Evans, A. C. &

Schlaug, G. (2009). Musical training shapes structural brain development.

The Journal of Neuroscience, 29(10), 3019-3025.

Jackson, P. W. (1998). John Dewey and the lessons of art. New Haven: Yale University Press.

Jahnukainen, M. (2015) Inclusion, integration, or what? A comparative study of the school principals’ perceptions of inclusive and special education in Finland and in Alberta, Canada, Disability & Society, 30:1, 59-72, DOI:

10.1080/09687599.2014.982788

Johnson, M. H. (2012). John Dewey’s Socially Instrumental Practice at the Barnes Foundation and the Role of “Transferred Values” in Aesthetic Experience. University of Illinois Press. Journal of Aesthetic Education 46(2) p. 43-57. Retrieved from:

http://www.jstor.org/stable/10.5406/jaesteduc.46.2.0043

Knight, Lauren E., "Art Education in Finland and the United States: A Qualitative Inquiry into Teacher Perceptions." Thesis, Georgia State University, 2014. https://scholarworks.gsu.edu/art_design_theses/165

Lähdemäki J. (2019) Case Study: The Finnish National Curriculum 2016—A Co-created National Education Policy. In: Cook J. (eds) Sustainability, Human Well-Being, and the Future of Education. Palgrave Macmillan, Cham.

Retrieved from https://link.springer.com/chapter/10.1007/978-3-319-78580-6_13#citeas

Legatum. (2010). The 2010 Legatum Prosperity Index. Read in http://www.prosperity.com/

Lemon, N., & Garvis, S. (2013). What is the Role of the Arts in a Primary School?: An Investigation of Perceptions of Pre-Service Teachers in Australia. Australian Journal of Teacher Education, 38(9).

http://dx.doi.org/10.14221/ajte.2013v38n9.7

Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2010). Methods in educational research: From theory to practice (Vol. 28). John Wiley & Sons.

Marshall, J., (2014). Transdisciplinarity and Art Integration: Toward a New Understanding of Art-Based Learning Across the Curriculum. Studies in Art Education, 55 (2) 104-127. Retrieved from

http://search.proquest.com/docview/1546493882?accountid=11774

May, B. N., & Robinson, N. R. (2016). Arts teachers’ perceptions and attitudes on arts integration while participating in a statewide arts integration initiative. Journal of Music Teacher Education, 25(3), 12-26.

doi:10.1177/1057083714568567

Maxwell, J. A. (2012). A realist approach for qualitative research. Sage.

Moate, J., Hulse, B., Jahnke, H., & Owens, A. (2019). Exploring the material mediation of dialogic space—A qualitative analysis of professional learning in initial teacher education based on reflective

sketchbooks doi://doi.org/10.1016/j.tsc.2018.12.003

Moen, T. (2006). Reflections on the Narrative Research Approach. International Journal of Qualitative Methods, 56–69.

https://doi.org/10.1177/160940690600500405

Newsweek. (2010). The Best Countries in the World. Read in http://www.newsweek.com/feature/2010/

the-world-s-best-countries.html

OECD (2018), "Education at a glance: Student-teacher ratio and average class size (Edition 2018)", OECD Education

Statistics (database), https://doi.org/10.1787/0b5b9b2e-en (accessed on 19 October 2019).

OECD (2010), PISA 2009 Results: Executive Summary

OECD (2016), PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA, OECD Publishing, Paris, https://doi.org/10.1787/9789264266490-en.

Partnership for 21st Century Skills. (2010). 21st century skills map: The arts. Tucson, AZ: Author. Retrieved

from www.p21.org/storage/documents/P21_arts_map_final.pdf Google Scholar

Reinikainen, P., (2012). 1. Amazing PISA Results in Finnish Comprehensive Schools. In Niemi, H., Toom, A., & Kallioniemi, A. (Eds.). (2016). Miracle of education: The principles and practices of teaching and learning in Finnish schools. (pp. 3-18) Springer.retrieved from

https://www.sensepublishers.com/MEDIA/655-MIRACLE-OF-EDUCATION.PDF#page=16

Sahlberg, P. (2011). Finnish lessons: What can the world learn from educational change in Finland? New York: Teachers College Press.

Silverstein, L.B., & Layne, S. (2010). Defining Arts Integration. The John F.

Kennedy Center for the Performing Arts.1-10

Tracy, S. J. (2013). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. Chichester: Wiley-Blackwell.

UNESCO, 2014. Roadmap for Implementing the Global action Programme on Education for Sustainable Development. United Nations Educational, Scientific and Cultural Organization, Paris.

Vahtivuori-Hanninen, Sanna & Halinen, Irmeli & Niemi, Hannele & Lavonen, Jari & Lipponen, Lasse. (2014). A New Finnish National Core Curriculum

for Basic Education (2014) and Technology as an Integrated Tool for Learning. 10.1007/978-94-6209-749-0_2.

Vygotsky, L. S. (1978). Socio-cultural theory. Mind in society.

Windsor-Liscombe, S. G. (2016). Off the wall. Teacher perceptions of an arts integrated school and its student population. A case study. Journal for Learning through the Arts, 12(1).