Abstract

This paper explores how participation in classroom-based qualitative research, initiated early in the pre-service year, can enhance the reflective skills of subject specialist student teachers studying Art and Design Education on a one year Post-primary, Post-graduate Certificate in Education (PGCE). Findings from the study indicate that such engagement in classroom based research helps to support the development of informed professional dialogue that can increase student teachers reflective capacities. It can also offer the means to enrich understanding of curriculum change by providing an authentic opportunity to link educational theory to professional practice.Key wordsPre-service education; student teachers Art and Design Education; curriculum revision; qualitative research; reflective practice;