Indiana Art Educators Post-Certification Experiences, Perceptions, and Employment Outcomes

Abstract

The purpose of this study is to understand the perceptions and experiences of Indiana art educators as they transition from initial certification to full time teaching in their field, or other employment. Many art education students who complete programs in teacher education do not find employment in their particular fields of interest. Others may find employment that is quite different from that which they anticipated. This is problematic on many levels. One is that students often feel a sense of failure when they cannot obtain employment after having devoted many years of their lives to training for a career. Another is the question of the implied contract that a school or university makes with students who train for a specific teaching career. While there are many advice texts to guide those searching for teaching positions, searches may differ somewhat from discipline to discipline, and there are few texts that advise on the nature of job searches for art educators. Finally, successfully navigating this process may require skills, personal qualities, social networks, opportunities, and good fortune. Some of these cannot be controlled by teacher preparation programs while others may or may not be explicitly taught. This study is a qualitative interview study. All interviews were conducted over the telephone, recorded and transcribed. Participants were recruited through the Art Education Association of Indiana email list and personal referral. Results indicate that economic considerations, social networks, and opportunities are integral to art educator’s experiences, perceptions, and employment outcomes.In conclusion, any disconnect or problem arising in any of the three highlighted categories may have the greatest impact on an individual teacher’s post-certification path.