{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:osu1355003651"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:osu1355003651","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"Impossibilities and Missing Pieces: An Auto-Ethnographical Approach to Exploring Teacher Identity Formation in Art Education from a Lacanian Perspective","abstract":"Using Lacanian theory as the interpretive framework, this autoethnography explores teacher identity formation through the researcher’s experiences as a student teacher in the field of art education. The catalyst for this study arose from the lack of literature that uses Lacanian theory to explore teacher identity formation from a student teacher’s perspective. In this autoethnography, the key concepts are Lacanian theory, subjectivity, and teacher identity formation. The auto-ethnographer used her student teaching journal as the data source for this study. The researcher interpreted entries about her affective and corporeal responses to student teaching in her journal. She interpreted the entries in the journal to uncover fragments of unconscious fantasies of being an art teacher. This inquiry identified three significant themes that apply to all student teachers in art education: Subjectivity, conflict, and the big Other.","abstract_html":"Using Lacanian theory as the interpretive framework, this autoethnography explores teacher identity formation through the researcher’s experiences as a student teacher in the field of art education. The catalyst for this study arose from the lack of literature that uses Lacanian theory to explore teacher identity formation from a student teacher’s perspective. In this autoethnography, the key concepts are Lacanian theory, subjectivity, and teacher identity formation. The auto-ethnographer used her student teaching journal as the data source for this study. The researcher interpreted entries about her affective and corporeal responses to student teaching in her journal. She interpreted the entries in the journal to uncover fragments of unconscious fantasies of being an art teacher. This inquiry identified three significant themes that apply to all student teachers in art education: Subjectivity, conflict, and the big Other.","abstract_has_math":false,"creators":["Pearce, Kathryn"],"institution":"The Ohio State University","degree_name":"Master of Arts","degree_level":"masters","degree_discipline":"Art Education","degree_department":null,"school":null,"contributors":["Walker, Sydney"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-05-16","date_published":"2013-05-16","updated_at":"2026-07-24T03:36:08Z","subjects":["Art Education","Lacanian psychoanalytic theory","subjectivity","teacher identity formation","student teaching, autoethnography"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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The researcher interpreted entries about her affective and corporeal responses to student teaching in her journal. She interpreted the entries in the journal to uncover fragments of unconscious fantasies of being an art teacher. This inquiry identified three significant themes that apply to all student teachers in art education: Subjectivity, conflict, and the big Other."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","p.125","442. KB"]},{"key":"dc:title","label":"Title","values":["Impossibilities and Missing Pieces: An Auto-Ethnographical Approach to Exploring Teacher Identity Formation in Art Education from a Lacanian Perspective"]}]}],"canonical_facts":{"dc:contributor":["Walker, Sydney"],"dc:creator":["Pearce, Kathryn"],"dc:date":["2013-05-16"],"dc:description":["Using Lacanian theory as the interpretive framework, this autoethnography explores teacher identity formation through the researcher’s experiences as a student teacher in the field of art education. The catalyst for this study arose from the lack of literature that uses Lacanian theory to explore teacher identity formation from a student teacher’s perspective. In this autoethnography, the key concepts are Lacanian theory, subjectivity, and teacher identity formation. The auto-ethnographer used her student teaching journal as the data source for this study. The researcher interpreted entries about her affective and corporeal responses to student teaching in her journal. She interpreted the entries in the journal to uncover fragments of unconscious fantasies of being an art teacher. This inquiry identified three significant themes that apply to all student teachers in art education: Subjectivity, conflict, and the big Other."],"dc:format":["application/pdf","p.125","442. 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