Exploring the Process of Becoming Art Teacher Educators through Collaborative Regression

  • William D. Cavill Jr University of Nebraska - Kearney
  • Stephanie Autumn Baer Miami University
Keywords: Currere, regression, advocacy, art education, higher education


 This collaborative regressive narrative, built upon the initial regressive step of the currere method as outlined by Pinar (1994), elucidates the disparate personal teaching backgrounds of two practicing Art Education professors who, despite their vastly different educational and life experiences, have discovered that they now teach with similar values and practices. These educators have often waxed philosophic about what they do in and out of the classroom and have engaged in self-reflective thinking about what it means, who they are, and who they want to be as Art Teacher Educators. Through the currere method, they have found clarity and pathways for deeper and more relevant reflection—all starting with a regressive exploration of the origins of their ideologies for teaching, learning, and the arts. The exploration offers both strategy and direction for those interested in uncovering their own teaching ideologies and encourages future generations of teachers to engage early and often in self-reflection as pedagogues and artists.


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