1st Edition

Reconceptualizing Early Career Teacher Mentoring as Reggio-Inspired Insights from Collaborative Research with Art Teachers

200 Pages 51 B/W Illustrations

by Routledge

200 Pages 51 B/W Illustrations

by Routledge

200 Pages 51 B/W Illustrations

by Routledge

Also available as eBook on:

Taylor & Francis eBooks
(Institutional Purchase)Opens in new tab or window

Description

Reconceptualizing Early Career Teacher Mentoring as Reggio-Inspired presents an innovative approach to early career art teacher mentoring informed by both the philosophy of Reggio Emilia and an ontology of immanence while simultaneously illuminating the experiences of the teacher-participants as co-inquirers within the contemporary milieu of public education in the United States. Readers are... Read more

Reconceptualizing Early Career Teacher Mentoring as Reggio-Inspired presents an innovative approach to early career art teacher mentoring informed by both the philosophy of Reggio Emilia and an ontology of immanence while simultaneously illuminating the experiences of the teacher-participants as co-inquirers within the contemporary milieu of public education in the United States.

Readers are invited to travel with a group of teacher educators and early career PK-12 art teachers across a four-year journey to experience the evolving nature of a collaborative inquiry through mentoring-as-research, the Teacher Inquiry Group (TIG). The authors share significant insights regarding what it means to be an early career art teacher––especially in an educational climate steeped in neoliberal agendas, standardization, and accountability––and make potent suggestions for re-visioning entrenched approaches to mentoring and professional learning that better account for the inherent complexities of teaching in schools. Advocating for more complex understandings regarding teacher subjectivity and the contextual forces at work in schools, the authors provoke an expanded vision of how mentoring can be imagined, practiced, and lived in current educational contexts. The authors employ key orientations grounded in the Reggio Emilia philosophy to reimagine an under-researched and undertheorized area of study in art education-––early career teacher mentoring––that has implications for teachers at all levels and across all disciplines.

This volume is essential reading for scholars and professionals across the fields of art education, teacher preparation, teacher education, and mentoring. It will appeal to educational researchers, K-12 practitioners, teacher educators, and administrators working with new teachers, as well as those interested in mentoring, Reggio Emilia, professional learning and development, art and aesthetic education, and emergent, process-oriented research methodologies.

Read less

Introduction

Part I: Reconceptualizing Mentoring for Early Career Teachers

Teacher Inquiry Group Invitation Letter

From Whispers to Screams: Gifts + Provocations

1. Characterizing the Contexts of Art Education and Early Career Teacher Mentoring in the United States

2. Reconceptualizing Mentoring as Reggio-Inspired

3. Developing a Reggio-Inspired Teacher Inquiry Group

Interlude: Thinking with Theory in Mentoring-as-Research

4. Mentoring Through/As Evocative Analysis

On Making Alone Together: Gifts + Provocations

Part II: Evolving Compositions of the Teacher Inquiry Group

Interlude: Disruptive Moments of Emergence

5. Composing With (Stolen) Hundreds

Checking in (Composition I: Still Shifting)

Participant-Led Sessions (Composition II: Can’t Give Them Any Fuel)

Studio-Making (Composition III: Crafting a Place of Forgiveness)

In-between Investigations (Composition IV: Threading and Transgressing)

Participant-Led Sessions (Composition V: Stagnant Feelings)

Closing Reverberations (Composition VI: It’s Ok to Just be in the Lesson)

6. Articulating the Vital Presence of the Teacher Inquiry Group

On the Topic of Listening: Gifts + Provocations

Afterword

References

Index

Author(s)

Biography

Christina Hanawalt is an Associate Professor of Art Education at The University of Georgia, Athens. Christina’s primary research is situated within the context of early career art teaching, especially as understood through arts-based methodologies and poststructural theories. Through this work, she aims to both interrogate and intervene in the complex network of relations that exists at the intersections of art, education, and schooling in the US. Christina also pursues historical research and is an Associate Editor for the International Journal of Education and the Arts.

Brooke Anne Hofsess is an associate professor of art education at Appalachian State University. Commitments to creative, ecological, and relational pedagogies and methodologies inform her research in the field of art education. Her artistic practice occurs at the intersection of book arts and alternative photographic processes—influencing her approaches to teaching, learning and inquiring. She is the author of Unfolding Afterglow: Letters and Conversations on Teacher Renewal, and a past recipient of the NAEA Elliot Eisner Doctoral Research Award.

Add to Cart

Reconceptualizing Early Career Teacher Mentoring as Reggio-Inspired Insights from Collaborative Research with Art Teachers

Description

Table of Contents

Author(s)

Biography

SOCIAL NETWORKS

Secure Shopping Payment Options