Visual Art Communities of Practice| Cultivating Support for Beginning Visual Art Teachers

<p>Visual art teachers, from beginning to veteran, often report experiencing feelings of professional isolation and a desire for content-specific support and collaborative professional learning experiences. Mentoring and Induction Programs (IPs) offered by schools and districts continue to fal...

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Main Author: Taylor, Kristin Vanderlip
Language:EN
Published: Pepperdine University 2018
Subjects:
Online Access:http://pqdtopen.proquest.com/#viewpdf?dispub=10816921
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spelling ndltd-PROQUEST-oai-pqdtoai.proquest.com-108169212018-06-08T04:13:12Z Visual Art Communities of Practice| Cultivating Support for Beginning Visual Art Teachers Taylor, Kristin Vanderlip Art education|Education|Teacher education <p>Visual art teachers, from beginning to veteran, often report experiencing feelings of professional isolation and a desire for content-specific support and collaborative professional learning experiences. Mentoring and Induction Programs (IPs) offered by schools and districts continue to fall short of meeting the needs of beginning visual art teachers in particular. There are a large number of visual art teachers in the state of California, especially in Los Angeles County, yet there are no visual art specific support networks for beginning visual art teachers to help them navigate their first years teaching. Collaborative learning groups, such as communities of practice (CoP), may offer visual art teachers opportunities to learn together and support one another in shared learning, yet none have been formally documented in Los Angeles County as a means of supporting novice art educators. The Exploratorium in San Francisco, CA has established a community of practice called the Teacher Induction Program (TIP) to support beginning science teachers with content-specific pedagogy during their first two years of teaching. Using the TIP as a framework, a visual art professional growth support community was outlined for this study based on the needs and concerns of visual art teachers reported throughout the literature. Beginning visual art teachers in Los Angeles County were interviewed to help the researcher better understand their existing and desired supports, as well as their individual needs and concerns as new teachers. The visual art CoP was proposed to them to elicit feedback about its anticipated values (immediate, potential, applied) based on their lived experiences as first or second year PK-12 public school visual art teachers in Los Angeles County. Pepperdine University 2018-06-07 00:00:00.0 thesis http://pqdtopen.proquest.com/#viewpdf?dispub=10816921 EN
collection NDLTD
language EN
sources NDLTD
topic Art education|Education|Teacher education
spellingShingle Art education|Education|Teacher education
Taylor, Kristin Vanderlip
Visual Art Communities of Practice| Cultivating Support for Beginning Visual Art Teachers
description <p>Visual art teachers, from beginning to veteran, often report experiencing feelings of professional isolation and a desire for content-specific support and collaborative professional learning experiences. Mentoring and Induction Programs (IPs) offered by schools and districts continue to fall short of meeting the needs of beginning visual art teachers in particular. There are a large number of visual art teachers in the state of California, especially in Los Angeles County, yet there are no visual art specific support networks for beginning visual art teachers to help them navigate their first years teaching. Collaborative learning groups, such as communities of practice (CoP), may offer visual art teachers opportunities to learn together and support one another in shared learning, yet none have been formally documented in Los Angeles County as a means of supporting novice art educators. The Exploratorium in San Francisco, CA has established a community of practice called the Teacher Induction Program (TIP) to support beginning science teachers with content-specific pedagogy during their first two years of teaching. Using the TIP as a framework, a visual art professional growth support community was outlined for this study based on the needs and concerns of visual art teachers reported throughout the literature. Beginning visual art teachers in Los Angeles County were interviewed to help the researcher better understand their existing and desired supports, as well as their individual needs and concerns as new teachers. The visual art CoP was proposed to them to elicit feedback about its anticipated values (immediate, potential, applied) based on their lived experiences as first or second year PK-12 public school visual art teachers in Los Angeles County.
author Taylor, Kristin Vanderlip
author_facet Taylor, Kristin Vanderlip
author_sort Taylor, Kristin Vanderlip
title Visual Art Communities of Practice| Cultivating Support for Beginning Visual Art Teachers
title_short Visual Art Communities of Practice| Cultivating Support for Beginning Visual Art Teachers
title_full Visual Art Communities of Practice| Cultivating Support for Beginning Visual Art Teachers
title_fullStr Visual Art Communities of Practice| Cultivating Support for Beginning Visual Art Teachers
title_full_unstemmed Visual Art Communities of Practice| Cultivating Support for Beginning Visual Art Teachers
title_sort visual art communities of practice| cultivating support for beginning visual art teachers
publisher Pepperdine University
publishDate 2018
url http://pqdtopen.proquest.com/#viewpdf?dispub=10816921
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