Stepping Onto Fertile Ground: Urban Teachers Growing as Change-Makers With and Through the Arts

• In Event: 32.050 - Best Practices in Teacher Education and Professional Development in the Arts

Abstract

This study examines the experiences of educators teaching in and through the arts as they participate in various arts-centered forms of professional development. In particular, the study asks how arts-centered practices promote educator confidence, competence and resilience teaching in large urban districts. Drawing on the work of Ellsworth (2005), Heath (2014) and Gude (2007; 2013), the paper uses a Teachers’ Life Histories (Goodson, 2008) approach along with Mediated Discourse Analysis (Norris & Jones, 2005) to analyze the learning experiences, dispositions and curriculum design practices of educators teaching in and through the arts.

Authors

• Christine Woywod, University of Wisconsin - Milwaukee

• Candance Doerr-Stevens, University of Wisconsin - Milwaukee

• Joelle Worm, University of Wisconsin - Milwaukee