Becoming a Learning Art Teacher through Teaching : A Qualitative Case Study with Out-of-School Art Teachers

This qualitative case study explores how out-of-school art teachers shift from “teachers who teach” to “teachers who learn” through engagement with art education theory. Beginning with the researcher’s own struggles, it traces changes in teachers’ perceptions and practices, interpreted through Deleuze’s philosophy of “becoming.” Based on data from research groups, interviews, and observations (March–December 2024), the study highlights the complex realities of out-of-school art education and offers a reflective connection between theory and practice.