Enriching the context of lifelong learning: The challenge of accessing the authentic self by developing self-knowledge using strengths-based positive psychology measures through teaching pre-service art education
Abstract
This article focuses on self-study action research that looks at how I teach and how my teaching is perceived by my students and colleagues. I am a teacher educator of visual arts and prepare my students to work in New Zealand primary schools. To teach future teachers through the medium of visual arts to, in their turn, inspire and encourage their students is my challenge and inspiration. In order to teach in a meaningful way, I believe it is essential to be true to your authentic self and use your own strengths. Developing self-knowledge enhances the abilities of these generalist pre-service education students and enables them to offer their future students their very best. My active engagement in identifying my strengths and developing self-knowledge and reflection informs and encourages my lifelong learning. It provides me with an opportunity to examine my own teaching practice and make changes as necessary. This article presents my rationale, theoretical perspectives that have informed my research (including links to self-study, action research, positive psychology and art education theories), the process followed, data gathered, subsequent reflections, and the impact this study has had on my work.