PhD Oral Exam - Amy Atkinson, Art Education

When studying for a doctoral degree (PhD), candidates submit a thesis that provides a critical review of the current state of knowledge of the thesis subject as well as the student’s own contributions to the subject. The distinguishing criterion of doctoral graduate research is a significant and original contribution to knowledge.

Once accepted, the candidate presents the thesis orally. This oral exam is open to the public.

Abstract

This research investigates how Visual Arts (VA) teachers within the International Baccalaureate (IB) Diploma Programme (DP) in international schools conceptualize and pursue quality in teaching—a goal often challenged by the demanding and multifaceted contexts in which they work. Using Charmaz’s (2014) Grounded Theory and informed by Feminist Theory, this qualitative study leverages my positionality as a current DP VA teacher to explore the question: What is needed to create a support program to foster quality teaching in DP VA within international schools? Data was collected through three rounds of in-depth interviews with 16 DP VA teachers from international schools worldwide. Findings indicate that while these teachers unanimously value quality in teaching, systemic barriers, such as assessment communication challenges, institutional constraints, and management complexities, compromise their ability to achieve this goal. As a result, teachers adapt their interpretations of quality to align with the high achievement markers demanded by competitive international schools, often compromising their ideological perspectives.  Informed by Villalobos’ (2015) conflict model, this study identifies four key areas of conflict hindering the realization of quality teaching: (1) divergent understandings of quality among teachers, students, parents, and school communities; (2) tensions between the perception of DP VA in international schools and the broader art education field; (3) ideological conflicts between teachers’ pedagogical values and the IB’s assessment framework, including VA’s optional Group 6 classification; and (4) conflicts between the holistic nature of VA and the achievement markers tied to competitive university admissions. This study provides a nuanced exploration of the challenges DP VA teachers face and emphasizes the need for systemic advocacy to the IB and universities. It also proposes the development of a university-offered micro-credential program to address these challenges, foster professional growth, and enhance communication between secondary and higher education systems, ultimately advancing quality teaching in DP VA.