Abstract
Preparing to be an art educator is a time when future teachers anticipate the endless possibilities the profession has to offer. Unfortunately, many leave teaching within a few years of service because of lack of support and preparation. This qualitative study investigates how preservice art education students enrolled in their first university art education course used the Art for Life method to create research journals. The research question that guided this study is: What themes drive student research journals and how does the exploration of these themes espouse preservice art education? After coding student journals, I discovered three majors themes including self-reflection, what it means to be an art teacher, and creative ways to connect the disciplines of art education to social issues. The discussion identifies strategies for faculty to consider when using journals in preservice education including communicating objectives, providing feedback, ethical considerations, and means to improve teaching.
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