Impossibilities and Missing Pieces: An Auto-Ethnographical Approach to Exploring Teacher Identity Formation in Art Education from a Lacanian Perspective

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.

Name thesis:degree_name

Master of Arts

Level thesis:degree_level

masters

Discipline thesis:degree_discipline

Art Education

Grantor dc:publisher

The Ohio State University

Year dc:date

2013

Author dc:creator

• Pearce, Kathryn

Contributors dc:contributor

• Walker, Sydney

• Art Education
• Lacanian psychoanalytic theory
• subjectivity
• teacher identity formation
• student teaching, autoethnography

Statement dc:rights

• unrestricted
• This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.

Language dc:language

English

Repository record dc:identifier

http://rave.ohiolink.edu/etdc/view?acc_num=osu1355003651

OAI identifier oai:identifier

oai:etd.ohiolink.edu:osu1355003651