Proving or Improving Visual Education: Implications for Teacher Education

Year: 2007

Author: Dinham, Judith, Wright, Peter, Pascoe, Robin, MacCallum, Judy, Grushka, Kath

Type of paper: Refereed paper

As digital technology and globalisation not only reshape the way we work but also how we conceive, think, experience and act, Visual Education emerges as a field of education that conceptually and organisationally responds to these new developments. Visual Education essentially unifies traditional and emerging disciplines by the primacy of the visual. It recognises that today's students increasing need to be visual proficient within an understanding of aesthetic, artistic and cultural concepts, in order to function in the contemporary world.

Our capacity to deliver Visual Education depends on the capacities of teachers, with those working in the fields of visual arts, design and media having a particular contribution to make.

This paper is based on research completed for the National Review of Education in Visual Arts, Craft, Design and Visual Communication. It focuses on the quality of teacher education for Visual Education, with particular reference to visual arts, design and media teachers. It establishes the significance of this cluster of teachers and examines how well teacher education and development is supporting teachers' capacities to visually educate students. It argues that teachers relied on for growing Visual Education, particularly in Early Childhood and Primary school settings, are under-prepared and under-supported.