Date of Award
2-27-2016
Document Type
Thesis
Degree Name
Master of Science (MS)
Department
School of Art
First Advisor
Judith Briggs
Second Advisor
Edward Stewart
Abstract
120 Pages
This autoethnographic action-research study was developed over an eight-week student teaching placement at a junior high school in Central Illinois. The participants in the study included my cooperating teacher and university supervisor as well as students in sixth, seventh, and eighth grade art classes. The purpose of this study was to discover how I developed as a classroom art teacher during an eighth-week student teaching placement and to analyze the successes and failures of my teaching methods used during my student teaching placement, which included student centered teaching, the use of visual process diaries, allowing and encouraging mistakes, integrating diverse and contemporary artists, and the use of positive reinforcement. This study revealed the success and failures of each method used as well as the limitations and time constraints that took place during student teaching. Using while using student-centered teaching techniques, positive reinforcement, arts-based educational research, and allowing and encouraging mistakes were successfully implemented teaching methods. The use of visual process diaries and the attempt to incorporate diverse artists were less than successful due to time constraints. The study also recommends that student teachers use their placements as a way to experiment with any methods and lessons they would like to use in future teaching.
Recommended Citation
Schneider, Adrielle J., "Progress as a Student Teacher: An Autoethnography" (2016). Theses and Dissertations. 598.
https://ir.library.illinoisstate.edu/etd/598
DOI
http://doi.org/10.30707/ETD2016.Schneider.A
Page Count
129
Comments
Imported from ProQuest Schneider_ilstu_0092N_10689.pdf