Transformative Learning and Identity Building through Aesthetic Experiences in a Storyline

• This study takes multimodality, aesthetic experiences and transformative learning as a point of departure and expands analysis to include three dimensions of learning: content, incentive and environment. The aim is to develop knowledge and understanding of aesthetic experience, knowledge and activities in the pedagogical approach of Storyline in teacher education. The study builds on a one-week-long Storyline and examines what the Storyline work means to the student teachers, and what the significance of the aesthetic experiences in this particular Storyline is, according to the student teachers. The data material consists of group interviews and discussions which are analysed through qualitative content analysis. Students’ critical reflections were shown to be a prerequisite for their learning processes. The students expressed that the Storyline work was both nerve-racking and challenging, but once they had negotiated this obstacle, they felt stronger, more self-confident, and ready to use aesthetics as teachers in the future.

Subject headings

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogical Work (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Lärande (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Learning (hsv//eng)

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Didaktik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Didactics (hsv//eng)

Keyword

Storyline

aesthetic experience

transformative Learning

teacher education

Storyline

Publication and Content Type

ref (subject category)

kap (subject category)