Frihet, fantasi og utfoldelse: En studie av estetiske arbeidsformer i lærerutdanningene
Abstract
This article investigates how teacher educators and teacher students interpret aesthetic
teaching-methods in teacher education, and discusses the conditions this forms for teacher
students’ civic education. A qualitative study was conducted among teacher educators and
teacher students in a teacher education-institution in Norway. The study finds that teacher
educators and teacher students interpret aesthetic teaching-methods as the use of drawing,
creative writing, role-play, singing, music, dancing and theatre. These teaching-methods
include three aspects that intercept and which are important when educating for learner
autonomy: freedom, fantasy and expression. The study finds that the aesthetic teaching
methods are challenged when it comes to contributing to the students’ civic education: The
methods contribute to the students’ civic education by being perceived as meaningful and
joyful. On the other hand the methods are accompanied by a sense of discomfort prompted by
expectations of achievements. We challenge future Norwegian educational policy to arrange a
conceptual clarification on the field of aesthetics and teaching and to bring out the aesthetic
dimensions of teaching.
(Published: 11 October, 2017)
Citation: Borghild Brekke og Ilmi Willbergh. «Frihet, fantasi og utfoldelse: En kvalitativ studie av estetiske arbeidsformer i lærerutdanningene.»Nordisk tidsskriftforpedagogikkogkritikk,Vol.3,2017, pp.1–13. http://dx.doi.org/10.23865/ntpk.v3.554
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