Abstract
This descriptive research focuses on the teaching experiences of two preservice art education interns and the meanings they attributed to their student teaching field experience. Of interest is how these preservice teacher interns have experientially formulated ideas on what it means to be an art teacher and how their traits of altruism, artistic competence, and a sense of community have evolved into studied pedagogy. Better understanding the perspective of the preservice teacher and the crystallizing moments that confirm career choice informs the profession by shedding light on the developmental process of becoming an educator and how humanistic values transfer into professional practice.
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