| In this paper I problematize the challenges the art teacher educator encounters when fostering authentic art making approaches in preservice art education. I situate these challenges within existing, layered theoretical paradigms in art education. Following this, my dissertation research focuses on analyzing the data derived from a pilot course I developed and taught. Specifically, I examine how a course designed to promote a constructivist and primarily postmodern perspective influenced how preservice art teachers gained awareness of their identities as artists, as teachers, and ultimately, as artist/teachers.;I submit that a qualitative methodology, one that includes art making as a research tool, is fitting as it best reflects the expressive nature of art. In addition, a grounded theoretical approach provides insights into the experiences of the preservice art teacher in the educational setting.;Data are analyzed by the theoretical premises suggested by the review of literature on domain structures, identity construction and fragmentation, reflection, and analysis.;The potential implications of my research for the sphere of preservice art education included contributing new knowledge to the field as it identifies a schism in identity construction and domain structures for preservice art teachers. Adding to this, I argue that using art as a research tool helps synthesize their identities as artist/teachers. |
