Arts for Resilience in Special Education Teachers Training

• In Event: Research in Progress Roundtable Session 3
  In Invited Roundtable: Teacher Training, Attitudes, and Resilience in Special Education (Table 15)

Abstract

The present study examines the experience of process-focused artmaking as it relates to the well-being and resilience of teachers in training. A review of literature on process-focused art, play, art and creativity in higher education position is followed by an exploration of overlapping theories of art for social-emotional learning and the eudaimonic-hedonic dyad. The phenomenological study examines artifacts, survey responses and interviews from participants of a participatory arts engagement activity set within the context of a wellness retreat that was a required part of a Master of Education in Special Education teacher training program.

Author

• Alexandra Turner, University of Vermont