Aesthetic flow experience in the teaching of preservice language arts teachers
Abstract
This interview study with 19 preservice teachers who were enrolled in a teacher apprenticeship program at a major southeastern U.S. university uses Dewey’s (1938/1988) concept of an experience and Csikszentmihalyi’s (1990) concept of flow to investigate how these preservice teachers identify and describe aesthetic flow experiences both inside and outside school settings. In this article, the authors their own experiences and those of our students to explain how aesthetic flow experiences function in and outside of classroom settings. Aesthetic flow experience is difficult to measure, codify, or quantify because it leads to conversations that are rich with stories and memories that are surprising and sometimes emotional.
Reference
Augustine, S. M., & Zoss, M. (2006). Aesthetic flow experience in the teaching of preservice language arts teachers. English Education, 39(1), 72-95.
Journal
English Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
- Southeastern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- undergraduate preservice teachers
Preservice Sample Size
19
Duration of Data Collection
Data Sources
- assignments
- email correspondence
- Interviews
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
What kinds of experiences do preservice teachers identify as aesthetic?
Is this research question explicit from the manuscript? Yes
How might the concept of aesthetic flow experience impact the preparation of preservice language arts teachers?
Is this research question explicit from the manuscript? Yes