No Bridge Too Far: A Framework for Navigating the New Normal in Preservice Teaching and Learning

Case study: Debrah Sickler-Voigt (Middle Tennessee State University) and Paige Medlock (Middle Tennessee State University)

Abstract

The purpose of this session is to address new challenges and opportunities in digital learning that have emerged in training pre-service and early career art teachers. In the past few years, changes have occurred in both the preK-12 art classroom as well as the university art education curriculum and practices that prepare teachers for their classroom instruction. Gaps exist; some are new and some have amplified. With these gaps, participants will learn how the presenters have taken the attitude there is no bridge too far nor fears too big when applying creative and innovative approaches to teaching and learning. The now familiar concept that arts professionals are engaged in a new normal can feel daunting and overwhelming; however, when arts professionals see education as organic and full of potential and see change and choice as normal and that these experiences are shared, we as arts professionals find common ground and renewed energy. When arts professionals identify divides and name fears we begin to dismantle and remove them. When arts professionals embrace opportunities rather than focus on limitations, and learn to seek new solutions, ask questions, consider options, and advocate for needs, we discover new pathways. In teaching the art education pre-service curriculum, the presenters have experienced and responded to the variety of gaps and changes using a comprehensive choice-based structure and creative problem-solving. Participants will learn from the presenters’ models of teaching classes in a variety of formats from in-person to online, hybrid/blended, practicum observations and participation, and residency placements as student teachers. Technologies employed range from basic supplies and traditional equipment to borrowed devices, personal assistive technology, handheld devices, interactive platforms, video recorded reflections, live meeting participations, and many more. Participants will identify how the presenters have found that allowing flexibility among available technologies and seeking non-traditional forms of professional development, as well as incorporating authentic modes of care, the art and design classroom environment can foster and facilitate teaching and learning that bridges divides, develops empathy, and increases creative opportunities. To conclude the session, participants are invited to share their experiences and questions and identify takeaways to promote and sustain digitally engaged learning experiences and apply them to their unique teaching situations.