All Outputs (6)

Protecting transformative optimism in the art classroom: Exploring aspirant art teachers’ shifting ideals (2023)
Thesis
Grant, W. Protecting transformative optimism in the art classroom: Exploring aspirant art teachers’ shifting ideals. (Thesis). University of Glasgow. Retrieved from https://uwe-repository.worktribe.com/output/11515380

This extended, normative case study was initiated in response to my professional concerns regarding the capacity of student art and design teachers to defend and extend their personal ideals for future classroom practice. Placement in schools, a majo... Read More about Protecting transformative optimism in the art classroom: Exploring aspirant art teachers’ shifting ideals.

Initial art and design teacher education: Transgression and flux (2023)
Presentation / Conference
Grant, W. (2023, November). Initial art and design teacher education: Transgression and flux. Paper presented at International Journal of Art and Design Education Conference 2023: Time, University of Chester

Initial teacher education (ITE) is frequently considered a liminal space of flux where learners' knowledge, identity, and values are challenged and changed. Characteristics of this flux include navigation of new connections between personal and profe... Read More about Initial art and design teacher education: Transgression and flux.

Supporting new teachers: Insights from the education system in England (2023)
Presentation / Conference
Grant, W. (2023, November). Supporting new teachers: Insights from the education system in England. Presented at Webinars for Teacher Educators

How to prepare student teachers and support them in their first few years in school is a fundamental consideration for education systems around the world. In this webinar we discuss how this is approached in England. Will Grant, Programme Lead for th... Read More about Supporting new teachers: Insights from the education system in England.

An art and design initial teacher education student conference: Seeking value in inter-institutional ITE student knowledge share (2023)
Presentation / Conference
Grant, W. (2023, September). An art and design initial teacher education student conference: Seeking value in inter-institutional ITE student knowledge share. Paper presented at British Educational Research Association Conference 2023, Aston University

Highly effective secondary school teachers work collegiately (Shah 2012), and increasingly do so outside of individual institutions (e.g. within MAT clusters [Birks 2019]). Beyond professional efficacy, learning to establish and maintain strong colle... Read More about An art and design initial teacher education student conference: Seeking value in inter-institutional ITE student knowledge share.

A reflection on dialogic diving boards and decolonising school art: The African mask project (2023)
Journal Article
Grant, W., Richards, M., Steward, R., & Whelan, J. (2023). A reflection on dialogic diving boards and decolonising school art: The African mask project. International Journal of Art and Design Education, 42(4), 584-596. https://doi.org/10.1111/jade.12476

In this paper, four colleagues working in teacher education reflect on a conversation. The conversation in question was a tangible discussion documented through frequent and purposeful email exchange, exploring traditionalist school art curricula thr... Read More about A reflection on dialogic diving boards and decolonising school art: The African mask project.

System change: The student teacher as agile curriculum designer (2023)
Journal Article
Grant, W., & Kidwell, A. (2023). System change: The student teacher as agile curriculum designer. AD Magazine, 37, 12-13

Since at least art educator Arthur Efland’s (1976) influential description of a standard ‘school art style’, art and design curricula has been criticised as perennially disconnected from contemporary artistic practice, the creative industries, and th... Read More about System change: The student teacher as agile curriculum designer.