Joana Hyatt

Lamar University, Fine Art & Communications, Faculty Member

University of Florida, Master's of Art Education, Faculty Member

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Experience: 16 years as a K-12th-grade art educator. Six years of teaching art in higher education. Chair of the (PLR) Professional Learning through Research under the NAEA Commission. Research interests: Arts-Based Research, Narrative Inquiry, Critical Theory, Action-Research, and Game Theory. Areas of interest: Preservice, Inquiry-Based Curriculum, Professional Identity, Equity, and Social Justice.

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Judith L Green

University of California, Santa Barbara

E. Wayne Ross

University of British Columbia

Jill Burke

University of Edinburgh

Perdita Phillips

Independent Researcher

Marc Champagne

Kwantlen Polytechnic University

David Seamon

Kansas State University

Claire Bishop

Graduate Center of the City University of New York

Timothy J Shaffer

University of Delaware

Mauro Grondona

University of Genova

Tony Adams

Bradley University

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Playing for Real (Life): The Worst Case Scenario Art Game and Its Role in Preservice Preparation

Art Education, 2017

ue to the fact that most methods coursework occurs in university settings, preservice students ty... more ue to the fact that most methods coursework occurs in university settings, preservice students typically feel unprepared for reacting to and solving challenging real life situations in art classrooms. Mulgrew (2013) contends that teaching is a complex cycle that changes as teachers interact with and respond to their students. Not only is teaching itself a complicated process, but it is also infl uenced by contextual factors that vary widely such as the space and design of the classroom, demographics and socioeconomics of the students, school culture, parental expectations, administrative support and policies, as well as state and district standards. Th erefore, preservice students need guidance connecting their limited knowledge base about teaching, situated in their own experience as students, to unfamiliar territory as inexperienced teachers. Recently, two art education professors created an assignment called Th e Worst Case Scenario Art Game (WCSAG) to help preservice students examine a wide range of complex teaching situations. Th ese scenarios, based on stories that our students collected from experienced art teachers during their fi eldwork observations, formed the cornerstone of this interactive, dialogic game. Th e purpose of the following narrative account is to describe how and why the authors utilized WCSAG as a learning tool in their methodology courses as well as to examine the preservice students’ perception of this experiential assignment. The Worst Case Scenario Art Game and Its Role in Preservice Preparation

Reflective Communities: Mentoring Teacher Candidates during the (In)Between Spaces of the Practicum

Teacher candidates (TCs) embody a liminal space during practicum fieldwork that involves the inte... more Teacher candidates (TCs) embody a liminal space during practicum fieldwork that involves the intersections of space, time, and place. Under traditional formats of student teaching, the practicum occurs during one semester and is performed in mentor teachers' (MTs) classrooms. As TCs progress through the practicum, some experience a sense of displacement in both place and time as they transition from being college students at a university to becoming professional teachers. Transitional space, "depicts the state when an old paradigm is no longer viable but the new one has not yet taken effect" (Margolin, 2011, p. 9). Since the places that TCs embody are temporal, a transportable space for reflections about the practicum is needed. This article critiques traditional student teaching formats that fail to examine the social conditions of the spaces (in)between the time of becoming and the place of being during practicum fieldwork (Hetrick & Sutters, 2014). Incubation period...

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