Connecting the Lifespan of an Educator: Teacher Action and Professional Learning to Build Critical Communities

• In Event: AERA Roundtable Session Friday 1:30 pm Four Seasons Ballroom 4
  In Roundtable Session: Building Critical Professional Learning Communities: Educator Development, Emotional Well-Being, and Digital Competence (Table 13)

Abstract

This paper examines the impact of the Connected Arts Network model on fine arts educators across the teacher-educator lifespan. Curious to understand how shared virtual spaces for learning between early, middle, and late-stage professionals relate to mentorship through peer-to-peer learning rather than a prescribed mentor/mentee model, we use a qualitative case study methodology (Stake, 1995) and theories of sociocultural learning (Vygotsky, 1986) to analyze open-ended responses in the surveys and transcriptions from the focus groups. Specifically focused on how shared virtual spaces for learning relates to mentorship through peer-to-peer learning within a Professional Learning Community, this paper demonstrates that teacher action and reflexivity simultaneously grow personal and shared teaching practice.

Authors

• Joshua Rashon Streeter, University of Texas at Austin

• Kendall Crabbe, National Art Education Association