An Exploration of the “Mimetic Aspects” of Storyline Used as a Creative and Imaginative Approach to Teaching and Learning in Teacher Education
Chapter, Peer reviewed
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Original versionKarlsen, K. H.& Häggström, M. (Ed.). (2020). Teaching through Stories: Renewing the Scottish Storyline Approach in Teacher Education. Waxmann. 10.31244/9783830989868
Chapter 4. The aim of this study is to contribute to a comprehensive understanding of the potential mimetic aspects of The Storyline Approach (TSA)1. This study critically ex-amines how student teachers create imaginative make-believe experiences within the use of examples (props) in teaching and learning about sustainability. The analysis fol-lows the parameters set out in Willbergh’s (2011b; 2015, 2016, 2017) theory of mimetic didactics. Data were collected during a Storyline by sound recordings, and immediately after the Storyline using focus group interviews. The result of the study indicates that Storyline expands the students’ own experiences through imaginative make-believe interpretations created from 1) The making of the props: the frieze and the handheld puppets, 2) Taking on fictional roles and role-playing, 3) Applying, sharing and using each other’s knowledge, and 4) Perceiving activities as if they were pupils. This is in-terpreted as important for the students’ professional teachers’ qualification in bridging school content with competance for the future.