In order to support new art teachers and encourage them as leaders of contemporary art education curricula, those invested in the preparation and development of beginning art teachers must examine the forces at play in new teachers’ professional lives, as well as the problems with existing support structures. In this article, I present seven perspectives on the new art teacher experience, ranging from feelings of failure, to problems inherent in preparation and induction practices, to issues of teacher identity and socialization, to the pursuit of professional agency within school cultures. I suggest readers view these perspectives as seven artworks hanging in an art studio, considering how one informs the other to create a space where new ideas and possibilities might be imagined.


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