1 Final Paper submission for AERA 2013 Annual Meeting, San Francisco Self-Study of Teacher Education Practices SIG Session: Self-Study as a Conduit to Creative Programming, 30 April 2013 Title Towards a Playful Pedagogic Ethos: Learning (About our Selves) from our use of Arts-Based Approaches in Teacher Development Studies Authors Kathleen Pithouse-Morgan & Daisy Pillay pithousemorgan@ukzn.ac.za; pillaygv@ukzn.ac.za University of KwaZulu-Natal Abstract This paper offers an account of our learning from using arts-based approaches in supporting graduate students in their research into memory-work and teacher development in a South African context. We have created a reflexive dialogue to depict a „playful‟ inquiry into our co-learning. We constructed this dialogue from extracts from two audio-recorded in-depth conversations we had in response to comments made by a reviewer on our initial paper submission. The dialogue is interspersed with brief discussions in which we deliberate on what we can learn about teaching and researching from these conversations. The paper makes visible our new understanding of why we value aesthetic educational experience and how we might bring this to life through a playful pedagogic ethos.