出版社：LEARN (Leading English Education and Resource Network)
摘要：This paper presents an arts-integrated process for teacher educators to engage theirstudents in critical thinking, meaning-making, and knowledge construction in orderto enable pre-service teachers to analyze metanarratives that inform their teacheridentities. The research team used the Parallaxic Praxis research model to frameits art-making investigations in a practice-based research process. The threeresearchers each created an artefact as part of their individual inquiry of the dataset, comprising 90 material cloaks created by pre-service teachers, to enter intodialogue addressing the prevailing metanarratives expressed by the pre-serviceteacher participants
