Sarah Reynolds
Reflective Practice
Reflection plays a key role in my development as an artist, teacher, and researcher, informing a responsive and inquiry-led approach to practice. This section brings together learning artefacts, critical incidents, and thematic reflections, drawing on frameworks such as Brookfield’s Four Lenses. It considers how my professional identity continues to evolve through ongoing cycles of practice, evaluation, and change.
Reflecting on Practice:
Reviewing Experiences from Teaching Practice
Throughout my PME in Art and Design Education, my experiences in the classroom, alongside reflective practice and educational research, have continually shaped my perspective as a teacher. Influenced by constructivist approaches to learning, I became increasingly interested in how effective questioning can support student engagement, understanding, and independence within the visual art classroom.
This reflective paper explores how my teaching practice experiences challenged and developed my understanding of questioning as a key strategy for supporting students of varying needs and abilities.
Combined Learning Artefact
Reviewing Experiences from Teaching Practice
This report explores a collection of learning artefacts gathered during my first school placement as part of my development as an artist-teacher-researcher.
Throughout my PME in Art and Design Education, a variety of resources supported my planning, reflection, and understanding of assessment. This artefact brings together selected lesson plans, reflections, observations, conversations, and theoretical research that informed my professional growth. The process of collecting and evaluating these artefacts encouraged critical reflection on my planning, teaching, learning, and assessment practices, supporting my development as a reflective practitioner and researcher.
Drawing on Brookfield’s four lenses, this report explores how reflective inquiry and ongoing evaluation have shaped my understanding of teaching practice and professional growth.
Critical Incident Report
Reflecting and Analysing a Critical Incident
Critical incidents are unanticipated events within teaching practice that encourage reflection and professional growth through the analysis of classroom experiences.
This reflective report explores two critical incidents from my teaching practice in Art and Design education. Drawing on video footage, lesson observations, and student feedback, the report examines moments where questioning, discussion, and student engagement significantly shaped the learning experience. Through critical reflection and educational theory, the report analyses how teaching strategies influenced student participation, confidence, and understanding, while also identifying areas for professional growth and future improvement.
Orientation to the Profession
Navigating the Identity of the Artist-Teacher-Researcher
This audio-visual presentation explores my evolving journey of becoming an artist-teacher-researcher throughout my PME in Art and Design Education.
Drawing on personal reflection, theory, literature, and inquiry, it captures the tensions, challenges, and transformative moments experienced while navigating the relationship between my artist and teacher identities. Through critical reflection, the presentation explores how these identities are not separate, but interconnected, shaping my developing approach to teaching, creativity, and research.
Ultimately, it reflects the ongoing process of lifelong learning and professional growth involved in discovering my identity as an educator and reflective practitioner.