Teachers in arts education frequently struggle with their professional identity. When asked, arts teachers often answer that they believe that their main responsibility is education at the expense of understanding themselves as artists. The Mexican‐American artist and teacher Jorge Lucero questions whether an occupation as teacher necessarily impedes a creative practice. The finding that both progressive pedagogy and conceptual art share certain characteristics forms the basis for his concept of ‘teacher as conceptual artist’. In short, Lucero proposes that a teacher’s practice, in and beyond the classroom, simultaneously can be his or her creative practice. This qualitative intervention study explored whether or not the concept of teacher as conceptual artist holds the possibility to narrow down the gap between teacher and artist identities. The intervention consisted of a three‐day project led by Lucero in which nine arts teacher students were familiarised with modes of operation as a conceptual artist. In the three following months, these students implemented lessons in primary and secondary education based on those modes. Prior to the project, ‘elicitation‐interviews’ were used to explore how students perceived their professional identity and at the end of project semi‐structured interviews were conducted. The findings suggest that through the modes of operation as a conceptual artist, students who mainly identified as an artist were able to integrate a teacher identity in their artist identity, but the modes of operation also gave students who withheld their artist identity from the classroom an opportunity to live their artist identity in the classroom.

中文翻译：

---

老师作为概念艺术家

艺术教育的教师经常会因其专业身份而苦苦挣扎。当被问到艺术老师时，他们常常回答说，他们认为他们的主要责任是教育，而牺牲了对自己作为艺术家的理解。墨西哥裔美国艺术家兼老师豪尔赫·卢塞罗（Jorge Lucero）质疑，作为老师的职业是否必定会阻碍创造性练习。渐进式教学法和概念艺术都具有某些特征的发现构成了他的“作为概念艺术家的老师”概念的基础。简而言之，Lucero建议教师在课堂内外的实践可以同时是他或她的创造性实践。这项定性干预研究探讨了作为概念艺术家的教师概念是否有可能缩小教师和艺术家身份之间的差距。干预措施包括一个由卢塞罗（Lucero）领导的为期三天的项目，其中九名艺术老师的学生熟悉了作为概念艺术家的运作方式。在接下来的三个月中，这些学生根据这些模式在初等和中等教育中实施了课程。在该项目之前，“启发式访谈”被用来探索学生如何看待自己的职业身份，并在项目结束时进行了半结构化访谈。研究结果表明，通过作为概念艺术家的运作模式，主要被确定为艺术家的学生能够将教师身份整合到他们的艺术家身份中，但是这种运作模式还为那些从教室隐瞒了艺术家身份的学生提供了一个机会。有机会在教室里展现他们的艺术家身份。