Conversation In-Between Identities
A Reflective Journey of Becoming An Art Teacher
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This book explores how the author became the personshe is today and how that journey influenced herbeliefs of art education. In short, she wasresearching the intersection of her own identities asshe faced each of them in context. From this journey,she makes the case that investigating multipleidentities is crucial because of the lack of emphasison reflecting about personal experience in Taiwanesepreservice education. This study uses autoethnography as methodology inresearch. Through a long-term reflective writing from2007 to 2008, the intertwine of the author''s ownstories and artworks allowed...
This book explores how the author became the person
she is today and how that journey influenced her
beliefs of art education. In short, she was
researching the intersection of her own identities as
she faced each of them in context. From this journey,
she makes the case that investigating multiple
identities is crucial because of the lack of emphasis
on reflecting about personal experience in Taiwanese
preservice education.
This study uses autoethnography as methodology in
research. Through a long-term reflective writing from
2007 to 2008, the intertwine of the author''s own
stories and artworks allowed her to discover
identities from different contexts. It also
illustrates a framework for the identity formation of
the preservice teacher.
The study has implications for today''s preservice
teacher training and art education, and serves as an
example to support the academic group that has been
continually voicing their stories through
autoethnography.
she is today and how that journey influenced her
beliefs of art education. In short, she was
researching the intersection of her own identities as
she faced each of them in context. From this journey,
she makes the case that investigating multiple
identities is crucial because of the lack of emphasis
on reflecting about personal experience in Taiwanese
preservice education.
This study uses autoethnography as methodology in
research. Through a long-term reflective writing from
2007 to 2008, the intertwine of the author''s own
stories and artworks allowed her to discover
identities from different contexts. It also
illustrates a framework for the identity formation of
the preservice teacher.
The study has implications for today''s preservice
teacher training and art education, and serves as an
example to support the academic group that has been
continually voicing their stories through
autoethnography.
