This article critiques traditional student teaching formats that fail to examine the social conditions of the spaces between the time of becoming and the place of being educators during practicum fieldwork. The lack of negotiable spaces for student teachers to resolve problematic situations, myths, cultural differences, and relational aspects of teaching have been documented. Exploring the methods of arts-based inquiry, a group of teacher candidates illustrated their experiences of becoming art educators by producing artwork, videos, and narratives. Student teachers then reflected on their shared roles, making other avenues of collaboration available. When the affective domains of learning to teach are shared narratively within a community, it has the potential to create a heterotopic space of compensation, acting as a space of counterbalance for teacher candidates as they navigate identity fluctuations and pedagogical shifts. Through the heterotopic mirror, the practicum becomes as a space of reflection and a stage of rehearsal, allowing teacher candidates to imagine other political and theoretical positions in their new roles. This paper is a call for supplemental communal spaces that can provide additional support and scaffolding for art teacher candidates as they transition through the (in)between space and time of the student teaching practicum.


© The Author

Included in

Art Education Commons