期刊名称：International Journal of Education and the Arts
印刷版ISSN：1529-8094
电子版ISSN：1529-8094
出版年度：2020
卷号：21
期号：4
页码：1-18
DOI：10.26209/ijea21n4
出版社：Arizona State University
摘要：This paper responds to the need for a deeper understanding of gallery educator
practice. Focusing on a significant encounter in a major city public gallery, it
describes how narrative inquiry offers new insights into how experienced gallery
educators shape school education sessions based on prior knowledge and experience, and in-the-moment observations and judgements. Responding to artworks, artists,
gallery spaces, and students’ needs and interests, gallery educator practice is infused
with ‘pedagogical tact’. Narrative inquiry makes this complex teaching visible and,
in doing so, affords a valuable approach to professional learning.
