Skaperglede gjennom sansebasert billedskaping

En casestudie av fagdidaktisk potensial og mestringstro gjennom en billedskapende arbeidsmetode

Abstract

The article examines how an image-creating work method can enhance teacher students' mastery in image creation and their subject didactic competence to promote students' mastery in primary school. The image-creating process is viewed in light of Skaalvik and Skaalvik's (2021) theory on motivation and mastery, and Austring and Sørensen's (2006) theory on creative processes. The study is based on the author's development of a work method as a foundation for teacher students' image-creating work. Through a two-part case study, the work method is first examined with teacher students in arts and crafts, and then through the teacher students' teaching of the work method in arts and crafts at the 5th grade level in primary school. The development, implementation, and analysis of the case study are anchored in Schön's (1983) theory of the reflective practitioner, as well as Engelsen's (2015) edition of the didactic relationship model. Based on a thematic analysis of reflection and observation notes, focus group interviews, and photographs, the results show that the teacher students experienced a sense of mastery in image creation that strengthened their subject didactic competence. Through their own experiences with the work method, the teacher students developed increased awareness of the method's open approach, which they felt made them better able to adapt teaching and support students' learning processes. The findings are discussed in light of theory and research in the field and in relation to the expectations of a profession-oriented and practice-based primary teacher education.