Fostering Graduate Education Students’ Reflexivity through the Arts

In this inquiry, I turned to the arts to foster Master of Arts in Teaching (MAT) students’ recognition of the importance and benefits of reflecting about their work as they tutored grades K-5 children in a semester-long service-learning writing course. As a researcher I took on the role of a ‘bricoleur’. \u27Bricolage\u27 is an approach to qualitative inquiry in which researchers employ alternative methodologies to illuminate connections (Kress, 2013). The arts fostered the MAT students\u27 reflections