Collegiality as a Critical Professional Concern Among Preservice Art Teachers in England

In this article, a case is made for the value critical communities of learning practice can provide for preservice art teachers in England. Developing collegiality among this demographic is viewed as urgent, particularly in contexts such as England, where contemporary educational policy promotes individualistic concepts of professional development and simultaneously devalues the native epistemologies of artistic learning. Qualitative description of preservice art teachers’ experiences at a student conference illustrates the potential for interinstitutional activity during initial teacher education to catalyze the value of collegiality and buttress the artistic disciplines against future political indifference.