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

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dc.contributorDantzler, John A.
dc.contributorCulotta, Mary Ann
dc.contributorAtkinson, Becky M.
dc.contributorColeman, Julianne M.
dc.contributor.advisorKuntz, Aaron M.
dc.contributor.authorBerwager, Kelly Campbell
dc.contributor.otherUniversity of Alabama Tuscaloosa
dc.date.accessioned2017-03-01T16:47:06Z
dc.date.available2017-03-01T16:47:06Z
dc.date.issued2013
dc.descriptionElectronic Thesis or Dissertationen_US
dc.description.abstractThere 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.en_US
dc.format.extent216 p.
dc.format.mediumelectronic
dc.format.mimetypeapplication/pdf
dc.identifier.otheru0015_0000001_0001218
dc.identifier.otherBerwager_alatus_0004D_11460
dc.identifier.urihttps://ir.ua.edu/handle/123456789/1691
dc.languageEnglish
dc.language.isoen_US
dc.publisherUniversity of Alabama Libraries
dc.relation.hasversionborn digital
dc.relation.ispartofThe University of Alabama Electronic Theses and Dissertations
dc.relation.ispartofThe University of Alabama Libraries Digital Collections
dc.rightsAll rights reserved by the author unless otherwise indicated.en_US
dc.subjectArt education
dc.subjectEducation
dc.subjectTeacher education
dc.titleStraddling the borderlands of art education discourse: professional teacher identity development of preservice and novice art education teachersen_US
dc.typethesis
dc.typetext
etdms.degree.departmentUniversity of Alabama. Department of Educational Leadership, Policy, and Technology Studies
etdms.degree.disciplineEducational Research
etdms.degree.grantorThe University of Alabama
etdms.degree.leveldoctoral
etdms.degree.namePh.D.
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