Investigating pre-service teacher learning: transformations and artful mindshift

• Published in: Qualitative research journal Vol. 21; no. 3; pp. 349 - 359
• Main Author: Arnold, Julie
• Format: Journal Article
• Language: English
• Published: Armidale Emerald Publishing Limited 02.08.2021; Emerald Group Publishing Limited
• Subjects: Dialogs (Language); Elementary Education; Foreign Countries; Interviews; Learning; Nonverbal Communication; Painting (Visual Arts); Preservice Teachers; Professional Development; Professional Identity; Reflection; Students; Teacher education; Teacher Student Relationship; Teaching; Transformative Learning; Undergraduate Students; Australia; Mindshift; Artful practice; Pre-service teacher; Pedagogy; Identity
• ISSN: 1443-9883; 1448-0980
• DOI: 10.1108/QRJ-10-2020-0114

PurposeThis research explores the ways in which a pre-service teacher (Deidre) reflects on experiences to develop transformation into a professional educator. This study investigates how pre-service teachers engage in dialogue and art to elaborate and reflect on learning experiences, which provide evidence of mindshift and emergent knowledge and teacher identity.Design/methodology/approachOften difficult to measure and trace, this work presents the emerging transformation of a pre-service teacher through ethnographic methodology, stories and artful practice.FindingsAs part of a larger study, the design reveals transformative mindshift from pre-service teacher reflective stories. Data from interviews and artful practice reveal evidence of moments of pedagogical impact, which contribute to identity and professional practice (Clandinin et al., 2006; Loughran, 2006).Social implicationsFocusing on “what”, “when” and “how” transitions occur is explored to further understand the professional development in initial teacher education.Originality/valueBuilding on research undertaken by Cochran-Smith and Lytle (1999), this investigation draws on artful reflections and stories to evidence elements of powerful pedagogical learning in order to teach in the world of professional practice.