Getting trainee arts teachers to reflect on identity-based tensions
The model of the reflective practitioner (Schön, 1994), adopted in most teacher education programs across Quebec, encourages supervisors to develop means in order to prompt university students to reflect. The present study strives to understand how a reflective training exercise (Maleyrot, 2015) on identity-based tensions (Kaddouri, 2002; 2006) can impact identity building (Dubar, 1991) in artists studying to become teachers. Analysis of 53 student-completed reflective reviews on the exercise’s contributions reveals outcomes that echo those found in the literature: “greater power to act” (Chaubet & Gervais, 2014), “optimism,” “energization,” heightened sense of efficacy, stronger sense of belonging, as well as empowerment (Brockbank & McGill, 2007; Chaubet, Kaddouri, Fischer, 2016; Osterman & Kottkamp 2004).