Picturing the teacher : arts-based research and reflection in student teachers

Preservice art educators come to a pointed change during their student teaching semester. Not only do daily demands and expectations increase, but dedicated studio time typically diminishes. Therefore, this grounded theory study examined how incorporating arts-based research during the student teaching semester could contribute to the reflection and growth of four student teachers. This study collected data through the categories of: blog posts, in-class discussions, a triptych art-making assignment, and semi-structured interviews. The student teachers exhibited varying degrees of reflective understanding and art-making within the following themes: identity, reflection, growth and change, teaching and learning, relationships, and reflexivity. The data were analyzed using Pearse's (1983) and Rolling's (2013) Models of Understanding/Art-Making. Results indicate that reflection, facilitated through supportive group discussions, individualized arts-based research, and blogging contributed to these student teachers' understanding of their development from students, to student teachers, to teachers.