Although not new, participatory art practices are finding their way into art education theory; however, practices have yet to take hold in schools or teacher practicum. In this qualitative study, four teacher candidates’ efforts to implement two socially engaged art projects in a middle school are examined to better understand how participatory art can be utilized to engage teacher candidates more fully in the collective shaping of their teacher selves, curriculum, and schools. Data included teacher candidates’ written reflections and transcribed interviews and researcher field notes. Despite limitations related to quality of teacher and middle schooler participation, findings suggest that, while imperfect and emergent, the projects provided an opportunity for teacher candidates to sketch a social/teacher practice by activating shared spaces of participation, provoking contention in shared authorial spaces, and challenging conceptions of art.

中文翻译：

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通过参与勾画社会/教师的实践：教师实践的不完美主张

参与式艺术实践虽然不是新生事物，但却正在进入艺术教育理论。但是，实践尚未在学校或教师实习中获得普及。在这项定性研究中，研究了四个教师候选人在中学实施两个社会参与的艺术项目的努力，以更好地了解如何利用参与式艺术来使教师候选人更充分地参与其教师自我，课程和学习的集体塑造。学校。数据包括教师应聘者的书面思考，转录的访谈和研究人员的现场笔记。尽管在教师和中学生参与质量方面存在局限性，但研究结果表明，尽管不完美且突如其来，