Arts-based teaching and learning in teacher education: “Crystallising” student teachers' learning outcomes through a systematic literature review

Abstract

This systematic literature review describes and discusses the characteristics of student teachers' learning outcomes in various courses that emphasise arts-based teaching and learning. A systematic search was conducted in 10 databases, and the sample consists of 19 peer-reviewed journal articles from 8 countries. The articles describe empirical studies from which the researchers' interpretations are synthesised inductively. Three patterns are recognised as (1) emotional turns, (2) ability and desire to act and (3) changed attitudes. The patterns are discussed through a “crystallisation” metaphor, and the conclusion proposes that the patterns create epistemological possibilities in teacher education.