A Preliminary Stage Theory of Teaching Artists’ Professional Development

Saraniero, Patricia

doi:10.21977/d94110049

class_lta

2008

DOI: 10.21977/d94110049

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A Preliminary Stage Theory of Teaching Artists’ Professional Development

Patricia Saraniero¹

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2013

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The Becoming Art Teacher: A Reconciliation of Teacher Identity and the Dance of Teaching Art

Unrath¹,

Anderson²,

Franco³

2013

Visual Arts Research

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The purpose of this research was to investigate themes of personal and professional development in the becoming art teacher. Through interpretive biographical methodology and a series model of phenomenological interviews of one first-year professional, we sought to illuminate the identity challenges unique to teachers of art. Of particular interest to us were the emergent art teacher’s formation and reconciliation of an artistteacher identity and how she grew through reflective analysis. By means of sequenced narrative, she expressed her metacognitive awareness of multifaceted teaching practice within the metaphor of dance. We concluded that our informant’s insights could resonate with emergent teachers across all disciplines.

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The Becoming Art Teacher: A Reconciliation of Teacher Identity and the Dance of Teaching Art

Unrath¹,

Anderson²,

Franco³

2013

Visual Arts Research

View full text Add to dashboard Cite

show abstract

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A Preliminary Stage Theory of Teaching Artists’ Professional Development

Cited by 1 publication

References 6 publications

The Becoming Art Teacher: A Reconciliation of Teacher Identity and the Dance of Teaching Art

The Becoming Art Teacher: A Reconciliation of Teacher Identity and the Dance of Teaching Art

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