Augmenting bilingual preservice teachers’ articulation of teaching in a Change Lab: an art-mediated instrumental approach

The funds of knowledge of bilingual preservice teachers (BPSTs) are undervalued in the U.S. predominantly White teacher education space. Therefore, this study aimed to investigate and integrate the overlooked knowledge and epistemologies of BPSTs into teacher preparation. To do so, we conducted a secondary analysis of Play-Doh pictures and narrative generated by the BPSTs from a multi-year change laboratory (CL) intervention, which took place in one graduatelevel practicum seminar, enabling the participants to tell their stories and express their voices in multimodal ways. By applying Rabardel’s notion of instrumentality to preservice teachers’ imaginative work with Play-Doh, the study describes how the art-mediated instrumental approach supported BPSTs to co-reflect on their articulation of teaching. Implications of using culturalhistorical research to study teacher education are discussed.