Multimodality in art teacher education in China

Multimodality research offers a rich paradigm for revitalizing and enhancing art education practice; however, its successful implementation depends on evidence-informed integration into the educational system, particularly in the training and development of art teachers. This review interrogates the existing literature on multimodality in education, teacher education, and art education, drawing recommendations tailored for the implementation of multimodality in Chinese art teacher education. The interpretation of multimodality in education encompasses both a multimodal social semiotic approach and multimodal pedagogies. The critical discussion of teacher education in China draws attention to its specific ongoing issues, as well as its developmental and reform history. The discussion on art education in China reviews its evolution and its influence on art teacher education, highlighting the persistent issues within the field. The articles’ findings chart the “working space” for multimodality within the Chinese art education context, offering insights and recommendations for practitioners, researchers, and policymakers. We position multimodality as an approach that has the potential to contribute to the development and internationalization of Chinese art teacher education in the current era.