Associate Professor, 2014-present, Oxford Campus
Art Education

Being Your Own Advocate: Insights from Novice Art Teachers, 2019. Published by DIO Press Inc, NY. 204 pages.
6 1/4 x 9 1/4 inches

Brief Biography

Stephanie Baer is an associate professor of Art Education who began her career as a K-12 classroom teacher before earning her PhD. She received her BA in Fine Arts with an emphasis in photography, followed by an MA in Secondary Teaching, and PhD in Educational Studies at the University of Nebraska – Lincoln. She has taught elementary, middle school, high school, and post-secondary (undergraduate and graduate). Subjects and courses Baer teaches include art foundations, fine arts, teaching methods, and philosophy-based courses. Her research interests center on preservice teacher education, teacher confidence and identity, storytelling, and technology in teaching and learning.

Artist Statement

Being Your Own Advocate: Insights from Novice Art Teachers

This book invites preservice, practicing, and veteran teachers to live within those tenuous and exciting first years of teaching. The personal stories of six novice art teachers highlight the need for and inevitability of advocacy in the early years of their careers. This work is based on a longitudinal study that asked participants to create a weekly video diary, reflecting on their teaching experiences. While the study aimed to identify common issues for new art teachers, and explore new ways for them to reflect on their experiences, the result was a narrative about the role of advocacy and the empowerment of new art teachers.

“The Future is Ours: Lighting the Fire With Preservice Advocacy Experiences”

For the last two years I, along with colleagues, have taken a small group of students to the National Arts Action Summit (NAAS) in Washington, D.C. I have come to believe that the teaching of leadership and advocacy skills is as critical as art content and pedagogy for future teachers of visual art. How do we want to situate future K-12 teachers to be agents of change? How can dispositional traits like confidence and efficacy be taught as crucial skills in the classroom? This narrative focuses on the curricular preparation my colleagues and I thought necessary to prepare our students to effectively engage in NAAS. I highlight important paradigm shifts we experienced as a team of advocates. Finally, I offer a call to the reader to share their story, and engage in a growing discourse concerning the meaning and power behind advocacy.

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