Abstract
The study investigates professional vision of future primary teachers in art education and presents a connected video club methodology based on a wider transdidactic approach. It analyses thirty-four future primary teachers' written reflections based on watching a video of a lesson on fan art education.
Eighty-seven units of analysis were coded with a modified Sherin and Van Es categorical system. The study shows what phenomena student teachers noticed in comparison with the expert's view, and how they reflected on that.
The results demonstrate a relatively low number of noticed phenomena in terms of explanation, theorization, alteration or prediction, i.e. knowledge-based reasoning. Students mostly recognized the art projects' complex structures and topics and took notice of the communicative dimension in art education.
They evaluated without reasoning or gave naive reasons. The study indicated that student teachers do not use the acquired theoretical knowledge for reasoning.
The findings were used to develop a video club methodology on Faculty of Education of the Charles University, Prague