Flashmob i lærerutdanninger – studenters erfaringer med å skape dans sammen

Abstract

This article is about physical education teacher students and how they experienced participating in a student-led flashmob dance project. The research examines connections between the flashmob project and the teacher students’ profession-personal competence, and the research material consists of students’ texts in which they have written about their flashmob experiences. The flashmob project was part of the program at two different teacher education institutions in Oslo: Oslo Metropolitan University and the Norwegian School of Sport Sciences. The research approach is hermeneuticphenomenological, and through thematic analysis the following four themes were identified: “feelings”, “to create dance”, “getting to know each other better and cooperate”, and “teacher perspective”. Through a profession-based discussion the article further shows how the flashmob project is highly relevant in a teacher education perspective as the students’ experiences can be understood as closely connected with profession-personal principles as well as with selfdetermination, codetermination and solidarity. In addition, the flashmob dance project serves to provide physical education teacher students with bodily anchored authority.