In this conversation, we explore the potential for curricular innovation in community art education through the adoption of a traditional training activity for student-teachers: the teaching portfolio. The experience of introducing portfolios in the final course of a community-based program of study provides an opportunity to reconsider the nature of becoming an art teacher in the community and how that differs, andlor is similar to, traditional teacher training for schools or adult learning environments. We discuss how we theorize the role of portfolios as part of professional identity development among student-teachers in the community, and how portfolios can operate as a mechanism from which to begin to reconceptualize community art education in contemporary teacher preparation contexts.


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pp. 16-26
Launched on MUSE
Open Access
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