Open AccessReflecting Selves: Pre-Service Teacher Identity Development Explored Through Material Culture
Author(s) -
Boyd White,
Amélie Lemieux
Publication year - 2015
Publication title -
learning landscapes
Language(s) - English
Resource type - Journals
ISSN - 1913-5688
DOI - 10.36510/learnland.v9i1.757
Subject(s) - articulation (sociology) , identity (music) , the arts , pedagogy , meaning (existential) , context (archaeology) , sociology , teacher education , professional development , psychology , aesthetics , visual arts , art , political science , paleontology , politics , law , psychotherapist , biology
This article describes a research project that investigated the development of pre-service teacher identity, with an emphasis on meaning-making and articulation of personal values. The methodology is primarily arts-based. Data for the research consisted of: (1) participant-created three-dimensional constructions that symbolized their emerging values and identities; (2) accompanying written reflections that provided the context of the constructions and elaborated on the personal symbolization of the material culture involved. With this article, we hope to initiate further conversations around teacher education, professional development, and arts-based learning, with particular attention to dialogue about the teaching self.