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Art-based and embodied reflections on, in and for art and language teacher educator identity in the age of artificial intelligence.

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Title: Art-based and embodied reflections on, in and for art and language teacher educator identity in the age of artificial intelligence.
Authors: Maddamsetti, Jihea1 (AUTHOR) jmaddams@odu.edu, Kwon, Hyunji2 (AUTHOR) kwon7@mailbox.sc.edu
Source: International Journal of Education through Art. Jun2026, Vol. 22 Issue 2, p181-202. 22p.
Subject Terms: *Reflective learning, *Teacher role, *Educational technology, *Critical thinking, Artificial intelligence in education, Ethnology research
Abstract: Reflective practice is central to teacher educators' identity work, shaping how they understand professional responsibilities, disciplinary commitments and pedagogical values. In artificial intelligence (AI)-mediated education, however, reflective engagement has largely remained discursive, often overlooking how identities are sensed, negotiated and reconfigured through embodied experience. This study examines body mapping as an art-based, embodied mode of reflective inquiry through which teacher educators explore identity amidst AI-driven institutional and pedagogical pressures. Using an art-based duoethnographic approach, an art teacher educator and a language teacher educator engaged in body mapping to examine reflection on, in and for action in AI-mediated teaching practices. The analysis shows how art-making foregrounds bodily sensation, affective tension and disciplinary commitments as analytic resources for reflective identity work. Body mapping functions as an embodied, reflexive practice that enables teacher educators to think with bodies, materials and affect, reimagining professional identities and pedagogical responsibilities in AI-infused contexts. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Art-based and embodied reflections on, in and for art and language teacher educator identity in the age of artificial intelligence.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Education+through+Art%22">International Journal of Education through Art</searchLink>. Jun2026, Vol. 22 Issue 2, p181-202. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Reflective+learning%22">Reflective learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+role%22">Teacher role</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+intelligence+in+education%22">Artificial intelligence in education</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnology+research%22">Ethnology research</searchLink>
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  Data: Reflective practice is central to teacher educators' identity work, shaping how they understand professional responsibilities, disciplinary commitments and pedagogical values. In artificial intelligence (AI)-mediated education, however, reflective engagement has largely remained discursive, often overlooking how identities are sensed, negotiated and reconfigured through embodied experience. This study examines body mapping as an art-based, embodied mode of reflective inquiry through which teacher educators explore identity amidst AI-driven institutional and pedagogical pressures. Using an art-based duoethnographic approach, an art teacher educator and a language teacher educator engaged in body mapping to examine reflection on, in and for action in AI-mediated teaching practices. The analysis shows how art-making foregrounds bodily sensation, affective tension and disciplinary commitments as analytic resources for reflective identity work. Body mapping functions as an embodied, reflexive practice that enables teacher educators to think with bodies, materials and affect, reimagining professional identities and pedagogical responsibilities in AI-infused contexts. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Education through Art is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jun2026
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