PH. (2014). In class visual journal entry. Colored pencil on paper.

"The web in which I weave the curriculum holds a mirror up to me…it reflects what I learned by the examples set by my teachers…and what I chose to do as their teacher now.


...My role became less of an expert about subject matter and more importantly one of a leader and mentor.  Encouragement and support, both necessary, made my job as a teacher more fulfilling as I adapted to meet my students needs." (PH, visual journal entry 2/2014)

D. Bradshaw. (2014). Time has a funny way of stopping when… Monoprint on canvas, fabric, machine sewn.

The students are preparing to go to their methods sites next week and begin the student teaching journey.  PB is nervous because she feels so close in age to her students.  In the University-wide opening session all teacher candidates were reminded of the importance of the way they present themselves but PB said to me "I LOOK young!  Dressing up isn't going to change that".  I stood there reflecting…time stood still and I was with SueEllen surrounded by her AP Studio students… being introduced on my first day of student teaching and feeling so much older than them." (PI, reflective journal, 1/2014)

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"Though the contexts and roles associated with working in postsecondary school institutions are vastly different from those associated with beginning teachers in elementary and secondary schools and classrooms, the similarities to our experiences as new faculty members in universities are striking." (Knowles & Cole, 1994, p. 30).  

Knowles, J. G., & Cole, A. L. (1994).  We're just like the beginning teachers we study:  Letters and reflections on our first year as beginning professors.  Curriculum Inquiry, 24(1), 27-52).