Multiple Ways of Reflecting: Teacher Candidates’ Introspective use of the Arts in a Clinically Rich Field Experience

Abstract

In this arts-based inquiry, we studied how 50 teacher candidates at seven after-school program sites used the arts, along with traditional written reflections, to examine their teaching beliefs and represent their field experiences. Data were collected throughout the 6-week course semester and analyzed using a three-stage process of thematic coding. Resonant themes included teacher candidates reflecting through multiple layers of complexity on teacher identity (assumptions and beliefs), knowing students, and embedding differentiation in practice. Implications, including the need for pre-service teachers to have differentiated opportunities for assessment and expression, are addressed.

Keywords:

• Art-based inquiry
• critical reflection
• teacher candidates
• teacher education
• teacher reflection

Additional information

Notes on contributors

Steve Haberlin

Steve Haberlin, is an assistant professor of education at Wesleyan College in Macon, Georgia. His research focuses on pre-service teacher preparation and supervision. His work has been published in The Qualitative Report, International Journal for Education and the Arts, and Action in Teacher Education. Steve serves on the editorial board for The Qualitative Report.

Jennifer Jacobs

Jennifer Jacobs is currently an associate professor at the University of South Florida. Her research is situated within the context of teacher education or the continuum of professional learning that begins with preservice teacher education and moves through induction and inservice teacher career learning. Her work has been published in Action in Teacher Education, The Journal of School Leadership, The New Educator, School University Partnerships, and Professional Development in Education.

Raven Robinson

Raven Robinson, M.Ed., is a doctoral student at University of South Florida. As a former elementary classroom teacher, she serves as an instructor and university supervisor of preservice teachers. Her research interests are comprised of teacher education, motivation, and cultural responsiveness in elementary level contexts. She has published and served as a senior editorial assistant in The Journal of the National Association for Professional Development Schools.