Exploring student teachers’ aesthetic learning processes

Abstract

ABSTRACT This case study explores arts-based teaching and learning in generalist teacher education by focusing on student teachers’ aesthetic learning processes in a professional workshop. The workshop is included in a Norwegian teacher education programme, where the student teachers learn about and through aesthetic learning processes. By asking what the student teachers emphasise about the learning processes, the study seeks an in-depth understanding of the case from student teachers’ perspectives. Multiple qualitative data sources have been analysed holistically and interpretatively, leading to three categories that reflect emotional, intellectual and practical qualities of aesthetic learning processes. The findings and the discussion highlight how the learning processes expand student teachers’ perception of learning, as well as how emotions seem to constitute a moving and cementing force in creating spaces for new understandings. Student teachers’ professional development in arts-based teaching and learning is further discussed.