Straddling the borderlands of art education discourse: professional teacher identity development of preservice and novice art education teachers

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dc.contributor Dantzler, John A.
dc.contributor Culotta, Mary Ann
dc.contributor Atkinson, Becky M.
dc.contributor Coleman, Julianne M.
dc.contributor.advisor Kuntz, Aaron M.
dc.contributor.author Berwager, Kelly Campbell
dc.date.accessioned 2017-03-01T16:47:06Z
dc.date.available 2017-03-01T16:47:06Z
dc.date.issued 2013
dc.identifier.other u0015_0000001_0001218
dc.identifier.other Berwager_alatus_0004D_11460
dc.identifier.uri https://ir.ua.edu/handle/123456789/1691
dc.description Electronic Thesis or Dissertation
dc.description.abstract There has been a plethora of research done on all kinds of beginning teachers, but little has focused on art education teachers, and even less has focused on how beginning art education teachers make sense of their early teaching experiences. It is, however, known that teachers of art come to the profession with multiple skills that can be beneficial in developing a successful pedagogy and a sense of professional identity once they learn to put all of those skills together into a cohesive teacher-self. It is important to recognize the development of their teacher identities as a way of understanding their future effectiveness and dedication to the field of art education. This understanding could also help to develop better teacher preparation programs and in-service experiences for beginning teachers. Therefore, this study sought to understand art education teacher training and the possible problem of isolation, and how these impact art education teachers' abilities to develop professional identities. The study used emerging research study methods that involved 7 preservice and novice art education teachers from a university in Alabama. The teachers participated in questionnaires, one-on-one interviews, classroom observations, identity bricolage-making workshops and the writing of reflective artist statements. The findings suggest that past school biographies, parental and teacher influences, isolation, and artistic lived experiences contribute to teachers' development of their professional identities.
dc.format.extent 216 p.
dc.format.medium electronic
dc.format.mimetype application/pdf
dc.language English
dc.language.iso en_US
dc.publisher University of Alabama Libraries
dc.relation.ispartof The University of Alabama Electronic Theses and Dissertations
dc.relation.ispartof The University of Alabama Libraries Digital Collections
dc.relation.hasversion born digital
dc.rights All rights reserved by the author unless otherwise indicated.
dc.subject.other Art education
dc.subject.other Education
dc.subject.other Teacher education
dc.title Straddling the borderlands of art education discourse: professional teacher identity development of preservice and novice art education teachers
dc.type thesis
dc.type text
etdms.degree.department University of Alabama. Dept. of Educational Leadership, Policy, and Technology Studies
etdms.degree.discipline Educational Research
etdms.degree.grantor The University of Alabama
etdms.degree.level doctoral
etdms.degree.name Ph.D.


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