The purpose of this inquiry is to investigate how a/r/tography is uniquely situated to enact, develop, and problematize "becoming pedagogical" in an arts-based cohort in a teacher education program. This particular study purposefully grapples with visual and performing arts, in an elementary teacher education program, as teacher…

School associates (SA's), or cooperating teachers (CT's), have arguably been one of the most powerful influences on the teacher candidate's (TC) pre-service experience. For this reason, most studies about the practicum have focused on this relationship. However, while observing one visual art student's practicum as her Faculty Advisor (FA) for the…

Writings around a/r/tography have frequently focused on research, methodology, and artistic purposes. This article foregrounds the pedagogical lens of a/r/tography and outlines six features of a/r/tography as pedagogy in theatre teacher education. The paper reports findings from an investigation into the experiences of a university instructor of a…

Two artists involved in "socially engaged art" practice were invited to work with art education teacher candidates and instructors in an effort to rethink notions of teaching, learning and art. We initiated this residency, which we called "The Summerhill Residency", to examine how learning encounters might create environments…

In this article we articulate a view of mentoring that extends into interactive and relational forms, fostering a redefinition of traditional roles and practices within mentor-protege models. From the perspectives of a senior administrator and two assistant professors, we revisit the mentoring spaces and relations within which we were engaged…