Becoming an educator in and through the arts: Forming and informing emerging teachers' professional identity

Ailbhe Kenny; Michael Finneran; Eamonn Mitchell

doi:10.1016/j.tate.2015.03.004

Becoming an educator in and through the arts: Forming and informing emerging teachers' professional identity

Ailbhe Kenny^*, Michael Finneran, Eamonn Mitchell

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

40 Citations (Scopus)

Abstract

This article examines student experience and identity formation within an arts education module (involving music, drama and visual arts) on an initial teacher education programme in Ireland. Student reflections (n=106) and interview data (n=33) are analysed to explore the complex nature of becoming an arts educator within a general-education model. Using student voice, findings are presented through a series of dualisms to problematise teacher development and identity-building in and through arts education. Findings reveal the importance of practical and reflective arts experiences to shape emerging teacher identities but also to inform the values and approaches to teaching the arts in schools.

Original language	English
Pages (from-to)	159-167
Number of pages	9
Journal	Teaching and Teacher Education
Volume	49
DOIs	https://doi.org/10.1016/j.tate.2015.03.004
Publication status	Published - 1 Jul 2015

Funding

The authors would like to acknowledge the Research Office at Mary Immaculate College who aided this research study financially. Thanks are also due to Sinéad Dinneen, lecturer in visual art at Mary Immaculate College, who inputted into the initial stages of this research study.

Funders	Funder number
Mary Immaculate College

Keywords

Arts education
Student experience
Teacher education
Teacher identity

Access to Document

10.1016/j.tate.2015.03.004

Cite this

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abstract = "This article examines student experience and identity formation within an arts education module (involving music, drama and visual arts) on an initial teacher education programme in Ireland. Student reflections (n=106) and interview data (n=33) are analysed to explore the complex nature of becoming an arts educator within a general-education model. Using student voice, findings are presented through a series of dualisms to problematise teacher development and identity-building in and through arts education. Findings reveal the importance of practical and reflective arts experiences to shape emerging teacher identities but also to inform the values and approaches to teaching the arts in schools.",

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Becoming an educator in and through the arts: Forming and informing emerging teachers' professional identity

Abstract

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Keywords

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