ERIC Number: EJ1411424
Record Type: Journal
Publication Date: 2024
Pages: 9
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0004-3125
EISSN: EISSN-2325-5161
Art and Crisis: Preservice Teachers' Coping amid Constantly Changing Landscapes
J. Scott Baker; Daniel Gebur; Jessica Sester; Jamie Smith; Whitney Yambrick
Art Education, v77 n1 p22-30 2024
As our world endures multiple crises, educators have turned their eye to what does and does not work effectively to assist students in the school environment, regardless of changing landscapes, such as lingering impacts of the COVID-19 pandemic, anti-critical race theory legislation, anti-LGBTQ+ legislation, personal crises students face, as well as other social and political movements that alter public discourse and impact education. This article, which J. Scott Baker coauthors with four of his preservice teachers (PTs), examines the use of retrospective and prospective reflection through artmaking as a coping mechanism to engage, disrupt, embrace, explore, or confront mitigating factors of multiple crises. With these two types of reflection in mind, this article questions: (1) as preservice teachers ponder their past, present, and possible selves, how do they perceive crises as influencing their teacher identity? and (2) how can teacher educators use art to assist preservice teachers in processing stressors associated with crises and model artmaking as a coping mechanism?
Descriptors: Preservice Teachers, Teacher Educators, Coping, Art Therapy, Stress Management, Stress Variables, Elementary Secondary Education
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A