Critical Theory and Preservice Art Education: One Art Teacher Educator's Journey of Equipping Art Teachers for Inclusion. Page: I
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Allison, Amanda. Critical theory and preservice art education: One art teacher educator's
journey of equipping art teachers for inclusion. Doctor of Philosophy (Art Education), May
2008, 238 pp., 36 tables, 1 figure, references, 137 titles.
This qualitative action research study examines how critical theory defined and guided
my practice as an art teacher educator while I provided inclusion training for seven preservice art
teachers during their student teaching. Sources of data included a personal journal, the inclusion
curriculum I created for the preservice teachers and questionnaires and interviews. Primary
findings indicated that critical theory had a substantive impact on the evolving development of
my teaching philosophy, in particular my attention to issues of power redistribution in the
classroom and my developing notion of teaching as form of artistry. The findings of this study
also indicate that the primary impact of critical theory upon the preservice teachers was the
articulation of their personal narratives and its relation to the development of their teaching
identities. Further, mentoring these preservice art teachers in critical theory increased their
competence in solving educational dilemmas. A primary finding of this study was how
significant of a role the supervising or mentor teacher plays in developing preservice teachers'
identity. As this is acknowledged, valued and utilized, more collaborative relationships among
these stakeholders in the education of the preservice art teacher can be forged. The study
provides implications for art teacher educators as they provide inclusion training to preservice
teachers. These include honoring narratives, articulating a broader notion of inclusion, and using
context-specific instructional tools while preservice teachers are completing fieldwork with
students with disabilities. One suggestion for future research is to conduct longitudinal studies
which explore and validate the impact of critical theory upon art teacher educators and preservice
art teachers during the student teaching semester and several years beyond.
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Allison, Amanda. Critical Theory and Preservice Art Education: One Art Teacher Educator's Journey of Equipping Art Teachers for Inclusion., dissertation, May 2008; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc6139/m1/2/: accessed July 18, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .