This study examines the core principles of reflective practice developed within teacher education and explores how the educational structure underlying pre-service teacher education may be conceptually reconsidered in the context of pre-professional arts education. Drawing on Fred Korthagen’s reflective cycle and Linda Darling-Hammond’s framework for practice-based teacher education, the study analyzes the shared educational assumptions and conceptual foundations of these approaches. The analysis demonstrates that both theories prioritize the formation of professional identity through reflective engagement with practice in institutional learning environments, rather than the retraining of already established professionals. Building on this theoretical foundation, the study argues that pre-service artists, like pre-service teachers, develop learner identities through iterative cycles of creative practice and reflection situated within formal educational contexts. Key components of reflective practice—experiential learning, cyclical reflection, awareness of implicit beliefs, and the exploration of alternative practices—are rearticulated in relation to arts-based learning processes. Rather than proposing a specific pedagogical model or presenting empirical findings, this paper adopts a theoretical perspective to examine the educational conditions under which reflective practice can be meaningfully discussed in arts education. By contrasting outcome-oriented curricular assessment structures, the study considers extracurricular education as a conceptual reference point where exploratory practice and reflection may be organized more flexibly. Generative AI is discussed not as a creative production tool but as a mediating resource supporting the documentation and articulation of reflective processes. Although grounded in the Korean context, the study offers broader relevance for rethinking reflective practice in global higher education and arts education contexts.

Authors:
Misun Kong, Konkuk University, South Korea
Minsung Kwon, Gsaim, Chung-ang University, South Korea
Jonghun Kim, Konkuk University, South Korea

About the Presenter(s)
Kong Misun is currently a doctoral student in the Department of Education, majoring in Curriculum Studies, at Konkuk University in South Korea. Her research interests include the national curriculum and arts education.

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