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A Measure of Goodness: Art Teacher I...

Andrelchik, Hillary.

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A Measure of Goodness: Art Teacher Identity as a Measure of Quality.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Measure of Goodness: Art Teacher Identity as a Measure of Quality./
作者:	Andrelchik, Hillary.
面頁冊數:	261 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
標題:	Art education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3618985
ISBN:	9781303876011

A Measure of Goodness: Art Teacher Identity as a Measure of Quality.
Andrelchik, Hillary.

A Measure of Goodness: Art Teacher Identity as a Measure of Quality. - 261 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--Arizona State University, 2014.

This item must not be sold to any third party vendors.

This qualitative study examines how high school art teachers conceive of being a good art teacher. Motivated by my own experiences as an art teacher, I designed this study to add teachers' voices to the conversation surrounding quality in education. My research design included a narrative strand and an arts-based strand. In the narrative strand, I interviewed and observed 12 high school art educators from a major city in the southwest. I conducted an autoethnographic reflection exploring my connection to the research topic and research process. In the arts-based strand I used fiber-arts to further understand my topic. I wrote this dissertation using a narrative approach, blending the traditional research format, voices of participants, and my autoethnographic reflection. I included the results of my arts-based approach in the final chapter.

ISBN: 9781303876011Subjects--Topical Terms:

547650
Art education.

A Measure of Goodness: Art Teacher Identity as a Measure of Quality.
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245 1 2 $a A Measure of Goodness: Art Teacher Identity as a Measure of Quality.
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500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Mary Erickson.
502 $a Thesis (Ph.D.)--Arizona State University, 2014.
506 $a This item must not be sold to any third party vendors.
520 $a This qualitative study examines how high school art teachers conceive of being a good art teacher. Motivated by my own experiences as an art teacher, I designed this study to add teachers' voices to the conversation surrounding quality in education. My research design included a narrative strand and an arts-based strand. In the narrative strand, I interviewed and observed 12 high school art educators from a major city in the southwest. I conducted an autoethnographic reflection exploring my connection to the research topic and research process. In the arts-based strand I used fiber-arts to further understand my topic. I wrote this dissertation using a narrative approach, blending the traditional research format, voices of participants, and my autoethnographic reflection. I included the results of my arts-based approach in the final chapter.
520 $a Findings suggest that the teachers in this study conceptualize being a good art teacher as a process of identity construction. Each of the teachers understood what it meant to be a good art teacher in unique ways, connected to their personal experiences and backgrounds. As the teachers engaged in identity work to become the kind of art teacher they wanted to be, they engaged in a process of identity construction that consisted of four steps. I propose a model of identity construction in which the teachers chose teaching practices, evaluated those practices, identified challenges to their identities, and selected strategies to confirm, assert, or defend their desired identities.
520 $a The findings have implications for teachers to become reflective practitioners; for teacher educators to prepare teachers to engage in reflective practices; and for administrators and policy makers to take into account the cyclical and personal nature of identity construction. This study also has implications for further research including the need to examine the dispositions of art teachers, teachers' evolving conceptions of what it means to be a good art teacher, and the effect labeling teachers' quality has on their identity construction.
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