Who art I? A phenomenological study of reflective practice, professional identity construction, and student teaching

The primary objective of art teacher education programs is to produce superior art teachers. Implementing a quality art teacher education program is the most definitive way to ensure the future success of student art teachers. Student teaching is the capstone experience of all art education programs. It is a momentous occasion and one in which pre-service student art teachers begin to connect the dots between theory learned in methods courses and what is being practiced and implemented in the field today. It is imperative that art teacher candidates have a purposeful and meaningful field experience. If executed well, reflective practice will benefit the pre-service teacher learning process and overall emotional well-being. Can reflective practice during the culminating experience of student teaching therefore assist in professional identity construction? This phenomenological study examined the influence of reflective practice on the development of student art teachers' professional identities during the field experience. In-depth interviews of eight former art teacher candidates were conducted in order to get to the very essence of the connection between professional identity construction, student teaching and reflective practice. The journal entries of each of the former student art teachers were also analyzed to derive conclusions. When student art teachers are afforded specific and guided occasions to reflect upon specific experiences while student teaching, they are better able to make sense out of situations and react accordingly. By reflecting on individual reactions to student teaching experiences and establishing a plan for future occurrences, the pre-service art teacher begins to form a unique professional identity.