Collaborative Aesthetic Experiences and Teacher Learners: Arts-Practice Research in a Teacher Education Classroom

Authors

Theresa A. Catalano, University of Nebraska-LincolnFollow
Inoussa Malgoubri, University of Nebraska-LincolnFollow
Jennifer Bockerman, Virginia Commonwealth University
Hector Palala Martínez, University of Nebraska-LincolnFollow
Mackayla Kelsey, University of Nebraska-LincolnFollow
Leonardo Brandolini, University of Nebraska-LincolnFollow
Ilia Shcherbakov, University of Nebraska-LincolnFollow

Document Type

Article

Date of this Version

2024

Citation

International Journal of Education and the Arts (July 31, 2024) 25(13)

doi: 10.26209/ijea25n13

Comments

Copyright 2024, IJEA and the authors. Open access

License: CC BY-NC

Abstract

This paper explores the experiences of six teacher learners and one teacher educator in a graduate course on aesthetic education at a Midwestern university in the U.S. Using collective autoethnography and arts-practice research, the researcher/participants examine how aesthetic experiences were activated in the learning environment and how this activation supported the development of transformational rethinking that led to the changing of formed habits of teaching. Findings reveal how aesthetic teacher education can be therapeutic, aid in building connections between the teacher and students (and among students), inspire wonder and discovery, facilitate the valuing and including of cultural and linguistic backgrounds of students, compel new perspectives, and promote attunement to process.