Teaching and learning in the arts: A transformational journey

Abstract This thesis examines the Graduate Diploma in Arts Education offered at Simon Fraser University and identifies whether and how this program provides the support for teachers to think about themselves and their teaching practice and to grow personally and as professional educators. By utilizing research tools such as interviews, observations and written surveys, I look at the journey of three elementary teachers as they engage in their own understanding of the arts, of their teaching practice and of themselves. Through the evidence collected during their journeys, and with the group surveys collected at the pre and post program stages, I document changes as experienced by the participants. I focus particularly on how participants interacted with two elements of the Arts Education program: the program structure utilized by Field Programs to deliver the diploma programs, and the program content (the Arts)