UUnniivveerrssiittyy ooff DDeennvveerr DDiiggiittaall CCoommmmoonnss @@ DDUU Electronic Theses and Dissertations Graduate Studies 6-1-2015 TThhee AABBCC''ss ooff AArrtt TTeeaacchheerr PPrrooffeessssiioonnaall IIddeennttiittyy:: AAnn AA//rr//ttooggrraapphhiicc IInnvveessttiiggaattiioonn iinnttoo tthhee IInntteerrssttiittiiaall SSppaacceess Sarabeth G. Berk University of Denver Follow this and additional works at: https://digitalcommons.du.edu/etd Part of the Art Education Commons, and the Teacher Education and Professional Development Commons RReeccoommmmeennddeedd CCiittaattiioonn Berk, Sarabeth G., "The ABC's of Art Teacher Professional Identity: An A/r/tographic Investigation into the Interstitial Spaces" (2015). Electronic Theses and Dissertations. 69. https://digitalcommons.du.edu/etd/69 This Dissertation is brought to you for free and open access by the Graduate Studies at Digital Commons @ DU. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. The ABC’s of Art Teacher Professional Identity: An A/r/tographic Investigation into the Interstitial Spaces _____________ A Dissertation Presented to the Faculty of the Morgridge College of Education University of Denver ______________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy _____________ by Sarabeth G. Berk June 2015 Advisor: P. Bruce Uhrmacher, Ph.D. ©Copyright by Sarabeth G. Berk 2015 All Rights Reserved Author: Sarabeth G. Berk Title: The ABC’s of Art Teacher Professional Identity: An A/r/tographic Investigation into the Interstitial Spaces Advisor: P. Bruce Uhrmacher, Ph.D. Degree Date: June 2015 Abstract Teachers are more than teachers, however, they do not often discuss, define or identify their multiple professional identities they possess. Likewise, society narrowly perceives and categorizes the conception of teacher, and disregards practices teachers perform that do not fit neatly into established constructs within the profession. This research study explores the multiple professional identities of teachers, specifically art teachers, to understand how they perceive themselves as professionals, and furthermore, to investigate what happens when professional identities intersect, overlap, and create hybrid spaces. Teacher professional identity, multiple identity, intersectionality, and developmental evolution of self are key constructs within this research. To study the spaces between professional identities, a/r/tography was used as the primary research methodology, which allowed for openings and inquiry into interstitial space. Fourteen art teachers participated as group participants and five were studied in more depth on an individual level. Participants created metaphorical representations and engaged in dialogue about their professional identities as well as shared artifacts from their teaching practice. Findings from the study were rendered using Surrealist devices, in keeping with the framework that art and writing, visual and literal depictions, are necessary to evaluate ii the complexity of this topic. There were four major themes revealed in the data, which encompass the misnaming of objects, hybridity and heterotopias, paradoxical relationships, and successful crossings between identities. Additionally, Kegan’s (1982) developmental theory underpins the participant’s reflections and an ABC model of identity was created to highlight and quantify the intersections. In sum, there are blurry, boundless spaces within teacher professional identity that cannot be categorized and are not attended to in the literature. Participants accounted for feelings of heightened ability, intuition, and flow when they were able to positively intersect their multiple professional identities in their work, and this points to an area of research that is both cutting edge and needs more study. iii Acknowledgements “I have found a new potential inherent in things—their ability to gradually become something else. This seems to me to be something quite different from a composite object, since there is no break between the two substances.” - René Magritte (as cited in Esaak, n.d.) To achieve great things and go far requires more than one individual’s effort. This accomplishment would not have been realized without the support of my friends, colleagues, professors, and many others from all walks of life. To those of you who knew me during this journey, know that your voice was with me throughout this process (especially on those late nights working alone on my computer), and I am forever grateful. Additionally, this work would not be complete without a special acknowledgement to my mother. I have to credit my incredible mother for her firm and steady belief in my potential. By telling me “when you get your doctorate” instead of “if you get your doctorate,” she planted a vision of my future, and it feels amazing to celebrate this milestone with her. iv Table of Contents Chapter One: Introduction .................................................................................................. 1 Multiple Professional Identities and Intersectionality .................................................... 2 Rationale for the Study ................................................................................................... 4 Personal Interest as the Researcher ................................................................................. 6 Research Questions ......................................................................................................... 7 Methodology and Data Analysis ..................................................................................... 8 Selection of Participants ............................................................................................... 10 Data Collection ............................................................................................................. 10 Conclusion .................................................................................................................... 11 Chapter Two: Literature Review ...................................................................................... 13 Formation and Development of Identity and Teacher Identity ..................................... 15 Framing Identity ........................................................................................................ 15 Framing Teacher Identity .......................................................................................... 17 Construction and Negotiation of Teacher Professional Identity ................................... 19 General Research on Teacher Professional Identity ................................................. 21 Teacher Professional Identity as Perceived by Research and Society ...................... 22 Teacher Professional Identity as Perceived by Teachers .......................................... 23 Developmental Stages of Teacher Professional Identities ............................................ 26 Considerations and Challenges of Multiple Professional Identities ............................. 31 Considerations of Multiple Professional Identities ................................................... 32 Challenges of Multiple Professional Identities ......................................................... 36 Intersections of Teacher Professional Identities ........................................................... 39 Background of Intersectionality ................................................................................ 41 Interdisciplinarity of Intersectionality ....................................................................... 42 Intersections as Convergent, Transformational, and Translational Points ............... 44 Stories of Self Reveal Intersections .......................................................................... 47 Conclusion .................................................................................................................... 49 Chapter Three: Methodology ............................................................................................ 52 Uncovering the Intersections and Revealing Identity through Art and Writing ........... 52 A/r/tography .............................................................................................................. 53 Portraiture ................................................................................................................. 56 Surrealist Devices ..................................................................................................... 57 Kegan’s Developmental Evolution of Self ............................................................... 58 Metaphorical Representations ................................................................................... 59 Renderings of Relational Inquiry .............................................................................. 61 Research Questions and Study Design ......................................................................... 61 Group Participants .................................................................................................... 62 Individual Participants .............................................................................................. 63 v Group Participants Data Collection and Analysis .................................................... 65 Individual Participants- Data Collection and Analysis ............................................. 69 Limitations of this Study ............................................................................................... 71 About the Researcher .................................................................................................... 73 Exploring Art Teacher Professional Identity ................................................................ 76 Group Participants ........................................................................................................ 78 Renderings from the Group Participants ....................................................................... 94 Conclusion .................................................................................................................... 96 Chapter Four: Findings from the Spaces In Between ....................................................... 98 1. Tom Abbott ............................................................................................................... 98 Portrait of Tom .......................................................................................................... 98 Defining Tom’s Professional Identity ..................................................................... 102 Intersections of Tom’s Professional Identities ........................................................ 103 Renderings .............................................................................................................. 106 Conclusion .............................................................................................................. 108 2. Allison Hagan ........................................................................................................ 109 Portrait of Allison ................................................................................................... 109 Defining Allison’s Professional Identity ................................................................ 112 Intersections of Allison’s Professional Identities ................................................... 116 Renderings .............................................................................................................. 121 Conclusion .............................................................................................................. 123 3. Ingrid Kent .............................................................................................................. 124 Portrait of Ingrid ..................................................................................................... 124 Defining Ingrid’s Professional Identity .................................................................. 128 Intersections of Ingrid’s Professional Identities ..................................................... 132 Renderings .............................................................................................................. 137 Conclusion .............................................................................................................. 138 4. Nicole Falls ............................................................................................................. 139 Portrait of Nicole ..................................................................................................... 139 Defining Nicole’s Professional Identity .................................................................. 143 Intersections of Nicole’s Professional Identities ..................................................... 145 Renderings .............................................................................................................. 151 Conclusion .............................................................................................................. 152 5. Nancy Dover ........................................................................................................... 153 Portrait of Nancy ..................................................................................................... 153 Defining Nancy’s Professional Identity .................................................................. 156 Intersections of Nancy’s Professional Identities ..................................................... 161 Renderings .............................................................................................................. 168 Conclusion .............................................................................................................. 169 Summary ..................................................................................................................... 170 vi Chapter Five: Thematics, Evaluations, and Implications ............................................... 176 Overview of the Study ................................................................................................ 176 The ABC’s of Professional Identity: Defining the Intersections ................................ 181 What Happens in the Interstitial Space? ..................................................................... 184 Discussion of Themes ................................................................................................. 188 1. This Is Not A Pipe: Words Are Arbitrary Points of Meaning ............................ 188 2. Collective Invention: Hybrids and Heterotopia .................................................. 193 3. Empire of Light: Paradoxical Relationships ....................................................... 199 4. The Victory: Successfully Crossing One’s Professional Identities .................... 206 Developmental Continuum of Professional Identity and Interstitial Identity ............. 211 Developing the Strength to Work in the Interstitial Spaces .................................... 214 Significance for Education in General ........................................................................ 216 Implications and Further Research ............................................................................. 219 Closing Comments ...................................................................................................... 224 References ....................................................................................................................... 228 Appendix A: Interview Protocol for Individual Participants .......................................... 240 Appendix B: Metaphorical Representations Created by Group Participants .................. 243 Appendix C: Individual Participant Teaching Artifact ................................................... 254 Appendix D: Table of Surrealist Devices ....................................................................... 255 Appendix E: Kegan’s Framework .................................................................................. 256 vii Figures Figure 1. Le Blanc-Seing. Rene Magritte. 1965. Oil. ....................................................... 47   Figure 2. Group participants in small group activity. ....................................................... 82   Figure 3. Metaphorical representation of professional identity created by a group participant. ................................................................................................................ 87   Figure 4. Metaphorical representation of professional identity by group participant. Exterior and interior perspectives. ............................................................................ 90   Figure 5. Photography by Tom for his BFA thesis exhibition ........................................ 105   Figure 6. Allison's studio space ...................................................................................... 111   Figure 7. Examples of Allison’s Imaginary Friend artwork. ......................................... 119   Figure 8. Teaching artifact created by Allison representing a student reflection worksheet, front side and back side. .......................................................................................... 121   Figure 9. Ingrid's lesson planning book. ......................................................................... 134   Figure 10. The ABC Model of Professional Identity: Three identities intersecting compared to four identities intersecting. (Berk, 2015) ........................................... 183   Figure 11. Aggregation of participant feedback of what they experience in the interstitial spaces of their professional identities ..................................................................... 186   Figure 12. Ceci n’est pas une pipe (This is Not a Pipe). René Magritte. Oil on canvas. 1948......................................................................................................................... 188   Figure 13. L’Invention Collective (Collective Invention). René Magritte. 1935. ........... 193   Figure 14. L'Empire des Lumieres (Empire of Light). René Magritte. Oil on canvas. 1953. ................................................................................................................................. 199   Figure 15. La Victoire (The Victory). René Magritte. Oil on canvas. 1939. ................... 206   Figure 16. Continuum of conceptions of professional identity created from participant data .......................................................................................................................... 212   Figure 18. Metaphorical representation created by a group participant. ........................ 243   Figure 19. Metaphorical representation created by a group participant. ........................ 244   Figure 20. Metaphorical representation created by a group participant. ........................ 245   Figure 21. Metaphorical representation created by a group participant. ........................ 246   Figure 22. Metaphorical representation created by a group participant. ........................ 247   Figure 23. Metaphorical representation created by a group participant. ........................ 248   Figure 24. Metaphorical representation created by a group participant. ........................ 249   Figure 25. Metaphorical representation created by a group participant. ........................ 250   Figure 26. Metaphorical representation created by a group participant. ........................ 251   Figure 27. Metaphorical representation created by a group participant. ........................ 252   Figure 28. Metaphorical representation created by a group participant. ........................ 253   Figure 29. Teaching artifact of a rubric created by Nancy Dover. ................................. 254   viii