This article examines the integration of Teacher Action Research (TAR) and arts-based research (ABR) methodologies in navigating the transition to online learning during the COVID-19 pandemic. Centered on the experiences of an undergraduate teaching fellow, the study employs portraiture, poetic narrative analysis, and visual art to illuminate the relational, emotional, and instructional dynamics of adapting to virtual teaching environments. Through iterative cycles of reflection, collaboration, and artistic inquiry, the research highlights how TAR fosters reflective practices that support preservice teachers in addressing relational complexities and systemic challenges in education. By exploring the use of ABR methods to externalize fragmented experiences, this study offers a unique perspective on how reflective and relational practices shape professional growth, particularly in times of crisis. It also emphasizes the role of reflective inquiry in preparing teachers to engage with social justice and equity issues in their practice. This work contributes to teacher education and action research by demonstrating how arts-based approaches can deepen relational learning, enhance reflective capacities, and reimagine professional development for diverse and evolving educational contexts.
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