Abstract

This study explores the perceptions of visual art teacher educators of what constitutes good visual art teaching in a Malaysian higher education setting. The aim of this study is to deepen our understanding of the characteristic features of good visual art teaching. The study adopts a qualitative case study approach and draws on the principles and practices of narrative inquiry. In this study four visual art teacher educators were interviewed and observed. Findings suggest that teaching is shaped by prior experiences and understandings of the professional teaching situation. For studio-based participants, mastery of art skills and knowledge is of primary importance in good visual art teaching. For theory-based participants, good visual art teaching also involves mastery of pedagogical content knowledge and practical knowledge. For all participants, lifelong learning through self-reflection, inquiry, peer reviewing, involvement in on-going professional development and continuing education is a hallmark of good visual art teaching. In addition all visual art teacher educator participants view good visual art teaching as a relational activity. Through this study an understanding of the beliefs, values and life-shaping factors that underpin and inform these visual art teacher educators’ teaching practices provides us with new understandings of their work in Malaysian teacher education.