Qualitative portraiture reveals how aesthetic engagement bolsters early childhood teacher self-efficacy, highlighting the role of arts-based practice over standardized outcomes.
Key Points
Investigate how reframing aesthetic sensibility as a lived, embodied capacity strengthens early childhood teacher self-efficacy amid pressures of standardized accountability.
Qualitative portraiture methodology examining the professional narrative and written profile of 'Priscilla', an academic-artist-teacher.
Analysis of how aesthetic dispositions are embodied, enacted, and sustained within contemporary early childhood classroom environments.
Aesthetic engagement was identified as an inherent capacity of educators rather than a specialized skill limited to trained artists.
The dimensions of becoming, multiplicity, and displacement emerged as vital conditions that reinforce confident and agentic pedagogical practice against neoliberal educational constraints.