Abstract
While innovative approaches to teacher preparation are implemented in teacher preparation curricula, most curricula and practicums continue to be built around expected and normative standards of teacher practice. Intended to prepare future teachers to be successful in K-12 settings burdened by the impact of a stifling audit culture, policy overreach, continued efforts are needed to prepare preservice teachers for contemporary unknowns of pedagogy through contemporary art practices.
In this article, the author/inquirer examines preservice teachers’participation in transpedagogical practice (social practice) aimed at guiding high schoolers in a 2019 social practice project designed to make change in their schools. In this inquiry the researcher asked, What happens when preservice teachers participate in teacher (un)preparation and how might tenuous, emergent, and even unruly transpedagogical practice unmake what seems sensible for practicum? Careful study of course artifacts and research journal entries revealed the emergence of moments of slippage or those unexpected and often disconcerting occurrences that form when the norms of teacher practice do not sit quietly with practice that is "(un)becoming". Three moments of slippage are used as springboards for discussion and implications discussed.
Included in
Art Education Commons, Art Practice Commons, Curriculum and Social Inquiry Commons, Higher Education and Teaching Commons