ABSTRACT
This chapter focuses on the research which stemmed from a desire to understand why learning and teaching in design are different, or demonstrates variation from, most other university disciplines. It adopts a second-order perspective on the experience of teaching a practice-based subject in art, design and communication departments. Creative practice teaching is described in the context of media, fine art and design. The chapter confirms the views held by both Wenger and Billett that a skills-based approach to learning to practice is simply not enough on its own. There is also evidence here that a skills-based approach corresponds with an Information Transmission/Teacher-focused approach to teaching. In all reported cases of its use, including the results from the chapter, the Approaches to Teaching Inventory yields interpretable data in the form expected using the educational principles from which it has been developed.
