Reflective Practice as Human Pedagogy: Bridging the Primary-to-Secondary Art and Design Curriculum Gap
DOI:
https://doi.org/10.37253/combines.v6i1.12776Keywords:
Reflective practice, art and design education, curriculum continuity, transition from primary to secondary, artificial intelligence in education, John Dewey, Donald Schön, Malaysia: teacher professional developmentAbstract
The rise of artificial intelligence in education, including automated assessment and personalised content delivery, raises pressing questions about the human elements of teaching. This paper argues that reflective practice, as conceptualised by Dewey (1933) and Schön (1983), is a uniquely human pedagogical competency that cannot be replicated by algorithms. Developing this capacity among art educators is essential for maintaining educational quality and social resilience as AI becomes more prevalent.
This paper presents initial findings from a practitioner-led workshop with three primary art and design teachers at an international school in Kuala Lumpur. The workshop engaged participants in curriculum mapping, hands-on activities, and reflective dialogue about the challenges of transitioning from Key Stage 1 to secondary education. Survey data show all participants have over two years’ teaching experience and postgraduate qualifications.
These findings, placed in the context of AI-driven educational change, reveal that the primary-secondary curriculum gap in art and design is not just a structural issue, but a fundamentally human challenge. Addressing it requires educators capable of critical reflection and professional judgement, which AI cannot currently replicate. Teacher reflective practice, grounded in Dewey and Schön, is positioned as both a research tool and a response to the uncertainties of AI in education.
This study is part of ongoing PhD research on reflective practice among Malaysian art educators. While the sample is small and exploratory, it provides an empirical foundation for a conceptual framework to guide future research. The paper highlights the reflective and relational aspects of teaching that remain vital as AI transforms education.
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References
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