Search
On-Site Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Search Tips
Change Preferences / Time Zone
Sign In
Bluesky
Threads
X (Twitter)
YouTube
Session Type: Paper Session
This session investigates critical approaches to teacher development in arts education, emphasizing how imaginative tools and reflective practices influence teaching across disciplines. It explores innovative strategies that support culturally responsive pedagogy and the lived experiences of early career arts educators. Additionally, the session examines emerging insights into cultivating critical reflection within teacher preparation, highlighting the importance of disrupting traditional power structures and fostering inclusive, equitable, and socially conscious educational environments. Together, these contributions advance the field by promoting transformative professional growth for arts educators.
Approaching Critical Reflective Practice in Art Teacher Education - Sarah T. Travis, University of Illinois at Urbana-Champaign
Integrating Animatronics and Makerspace Technologies for Culturally Responsive Teaching in Teacher Preparation - Mousumi De, University of Redlands; Iyan Barrera-Sandri, University of Redlands
“Yeah, That’s Not Okay”: What Teaching Stories Tell Us About Early Career Dance & Theatre Teachers - Betsy Maloney Leaf, University of Minnesota; Emily Jane Wall Burnley, University of Minnesota
The Effectiveness of Drama-based Read Alouds: How Teacher Instructional Strategies Relate to Student Narrative Recall - Scott C. Marley, Arizona State University; Lauren van Huisstede, Arizona State University; Sepide Pazhouhi, Arizona State University; Katie Bernstein, Arizona State University; M. Adelaida Restrepo, University of South Florida; Erin Rotheram-Fuller, Arizona State University; Jenny Millinger, Childsplay Theatre Company; Michael F. Kelley, Arizona State University; Melissa Pierce-Rivera, Midwestern University
Becoming a dance teacher: Chinese dance student teachers’ perceptions of their student teaching experience - lilin chen, Beijing Normal University