Utvikling av profesjonskompetanse: Estetiske læreprosesser i yrkesfaglærerutdanning
The purpose of this study was to explore how experiences with aesthetic learning processes in vocational teacher education contribute to developing professional competence. This is grounded in theories of holistic experience, creative processes, and the development of professional digital competence...
Ausführliche Beschreibung
Autor*in: |
Jan Viggo Iversen [verfasserIn] Wenche Hammer Johannessen [verfasserIn] |
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Format: |
E-Artikel |
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Sprache: |
Dänisch ; Englisch ; Norwegisch ; Schwedisch |
Erschienen: |
2023 |
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Schlagwörter: |
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Übergeordnetes Werk: |
In: Nordic Journal of Vocational Education and Training - Linköping University Electronic Press, 2016, 13(2023), 2 |
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Übergeordnetes Werk: |
volume:13 ; year:2023 ; number:2 |
Links: |
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DOI / URN: |
10.3384/njvet.2242-458X.2313226 |
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DOAJ096752890 |
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10.3384/njvet.2242-458X.2313226 doi (DE-627)DOAJ096752890 (DE-599)DOAJa137f538573b404d81036dbbe96d0c2d DE-627 ger DE-627 rakwb dan eng nor swe LC8-6691 Jan Viggo Iversen verfasserin aut Utvikling av profesjonskompetanse: Estetiske læreprosesser i yrkesfaglærerutdanning 2023 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier The purpose of this study was to explore how experiences with aesthetic learning processes in vocational teacher education contribute to developing professional competence. This is grounded in theories of holistic experience, creative processes, and the development of professional digital competence. Qualitative data for this exploratory case study was generated in two focus group interviews among 10 teacher students in vocational teacher education, 2nd year of study. Using a thematic content analysis three categories emerged: ‘Encounter and courage’, ‘Creativity and images’, and ‘Digital competence and multimodality’. The results show that the students’ encounter with the aesthetic learning process leads to exploratory and critical thinking with an aesthetic quality. Taking part in this aesthetic learning process has led to experiences with holistic learning and in particular the emotional aspect of learning related to frustration, vulnerability, creativity, and spiritual development. Vocational teacher education creativity multimodality digital competence aesthetic learning processes Special aspects of education Wenche Hammer Johannessen verfasserin aut In Nordic Journal of Vocational Education and Training Linköping University Electronic Press, 2016 13(2023), 2 (DE-627)866989668 (DE-600)2867312-8 2242458X nnns volume:13 year:2023 number:2 https://doi.org/10.3384/njvet.2242-458X.2313226 kostenfrei https://doaj.org/article/a137f538573b404d81036dbbe96d0c2d kostenfrei https://njvet.ep.liu.se/article/view/4320 kostenfrei https://doaj.org/toc/2242-458X Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 13 2023 2 |
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The purpose of this study was to explore how experiences with aesthetic learning processes in vocational teacher education contribute to developing professional competence. This is grounded in theories of holistic experience, creative processes, and the development of professional digital competence. Qualitative data for this exploratory case study was generated in two focus group interviews among 10 teacher students in vocational teacher education, 2nd year of study. Using a thematic content analysis three categories emerged: ‘Encounter and courage’, ‘Creativity and images’, and ‘Digital competence and multimodality’. The results show that the students’ encounter with the aesthetic learning process leads to exploratory and critical thinking with an aesthetic quality. Taking part in this aesthetic learning process has led to experiences with holistic learning and in particular the emotional aspect of learning related to frustration, vulnerability, creativity, and spiritual development. |
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The purpose of this study was to explore how experiences with aesthetic learning processes in vocational teacher education contribute to developing professional competence. This is grounded in theories of holistic experience, creative processes, and the development of professional digital competence. Qualitative data for this exploratory case study was generated in two focus group interviews among 10 teacher students in vocational teacher education, 2nd year of study. Using a thematic content analysis three categories emerged: ‘Encounter and courage’, ‘Creativity and images’, and ‘Digital competence and multimodality’. The results show that the students’ encounter with the aesthetic learning process leads to exploratory and critical thinking with an aesthetic quality. Taking part in this aesthetic learning process has led to experiences with holistic learning and in particular the emotional aspect of learning related to frustration, vulnerability, creativity, and spiritual development. |
abstract_unstemmed |
The purpose of this study was to explore how experiences with aesthetic learning processes in vocational teacher education contribute to developing professional competence. This is grounded in theories of holistic experience, creative processes, and the development of professional digital competence. Qualitative data for this exploratory case study was generated in two focus group interviews among 10 teacher students in vocational teacher education, 2nd year of study. Using a thematic content analysis three categories emerged: ‘Encounter and courage’, ‘Creativity and images’, and ‘Digital competence and multimodality’. The results show that the students’ encounter with the aesthetic learning process leads to exploratory and critical thinking with an aesthetic quality. Taking part in this aesthetic learning process has led to experiences with holistic learning and in particular the emotional aspect of learning related to frustration, vulnerability, creativity, and spiritual development. |
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