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ERIC Number: ED550043
Record Type: Non-Journal
Publication Date: 2011
Pages: 245
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2671-7614-1
Student Teacher Strategies for Applying Current Theory in Art Education: Levels of Resistance
Kastello, Lisa L.
ProQuest LLC, Ed.D. Dissertation, Northern Illinois University
Educational theory has had a significant impact on general education programs over the last 25 years, but a lesser impact on student teachers' practice. A common complaint about student teaching is the long standing problem of theory informing practice. To remedy this disconnect, educational researchers have established the importance of training teachers to implement current theory in the classroom. This study emerged from a broad concern for the quality of art teacher preparation and, in particular, the ability for student teachers to implement what they learned in their university art teacher education programs. Armed with this knowledge, the findings of this study examined the relationship between the new knowledge from the university art teacher education programs and the existing knowledge in the classrooms in which they student taught. The participants were from 12 different universities throughout the US that self identified as promoting newer theory. Since this study examined what student art teachers reported as the obstacles and opportunities that promoted or inhibited implementation of theory, it was conducted within a constructivist, phenomenological framework. Surveys were employed to frame the interest of the subjects and to inform the interview questions. Phenomenological research, in the form of interviewing, was also employed to understand the lived experiences of these student art teachers and the meaning they attach to those experiences. To triangulate the survey and interview data, documents linked to the websites of the 12 targeted university art teacher education programs were also reviewed. The participants attributed their ability to overcome the initial concerns about classroom management to focus on the individual student and to how visual culture is integral to engaging students in the learning process and in their construction of new knowledge, components they reported learning in their university art teacher education programs. These student teachers were able to employ levels of resistance as strategies to oppose the dominant ideology of prescribed behavior and transform curriculum/school practices, bringing about reform through the implementation of current theory. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A