Arts-based Autoethnography 

In Process:

Chien, T. F. (Accepted). Crafting Visual Autoethnography to Develop Preservice Art Teachers’ Reflexivity and Teaching Philosophies. The International Journal of Education Through Art.

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Abstract:

In this article, the main author (Author A) presents a reflexive assignment that she developed based on a/r/tography and visual autoethnography to foster preservice art teachers’ (Author B’s and C’s) reflexivity and to develop their teaching philosophies through crafting visual autoethnographic journals. The study analyzed two preservice art teachers’ journals and interviews that the main author collected both during their student teaching and post-graduation. The findings indicate that: 1) the preservice art teachers’ teacher identities were formed by their past personal experiences, 2) past personal experiences influenced the establishment of the preservice art teachers’ teaching philosophies, 3) making art helped the preservice art teachers synthesize ideas for future teaching, and 4) developing reflexivity and clarifying teaching philosophies influenced future teaching. The results support an arts-based autoethnographic approach as a valuable method to foster preservice teachers’ reflexivity for building teaching philosophies for future teaching.

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Keywords: a/r/tography, visual autoethnography, autoethnography, reflexivity, preservice art teachers, teaching philosophy