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This article examines factors identified as influencing teachers’ capacity to maintain arts practice upon beginning teaching. In exploring the storied experiences of three artists and teachers, a discussion unfolds to examine the ways that artist and teaching practices interact, and the implications this interaction has upon the beginning teachers’ transition into professional practice. A hybridized methodology has been adopted, where methods integral to autoethnography, narrative inquiry and a/r/tography are drawn together to generate a series of intricately layered stories of becoming artists and teachers. From these storied insights, the factors that emerged as critical to becoming are the beginning teachers’ perceptions and management of time, and their capacity to appropriately prioritize art and teaching practices over each other. The implications of these factors indicate a need for beginning teachers to better understand and acclimatize to the demands of becoming a teacher before attempting to resume high levels of artistic output.

Item Type:	Refereed Article
Keywords:	teacher identity and practice, pre-service teacher, beginning teacher, art teacher
Research Division:	Education
Research Group:	Education systems
Research Field:	Teacher education and professional development of educators
Objective Division:	Education and Training
Objective Group:	Other education and training
Objective Field:	Other education and training not elsewhere classified
UTAS Author:	MacDonald, AJ (Dr Abbey MacDonald)
ID Code:	115648
Year Published:	2017
Deposited By:	Education
Deposited On:	2017-04-04
Last Modified:	2021-09-21
Downloads:	83 View Download Statistics