The ABC's of Art Teacher Professional Identity

266 Pages·2015·13.62 MB·English

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