Abstract
The article presents a part of a wider research concerning the professional vision of pre-service primary teachers in art education. It investigates into what situations the pre-service teachers notice in art education lesson and how they think about it.
The research analyzes their written reflections of the art lesson. The reflections were divided into the meaning units and further coded with regard to the formulated expert phenomena.
The results show that students more often pay their attention to the phenomena connected with the task including its structure, content and the creative process. They consider much less the communication dimension of the art education and the meaning, as well as the pupils' statements concerning the content of the lesson.
The results demonstrate a relatively low ability of students to justify the observed phenomena in the terms of explanation, theorization, alteration or prediction. The research sample consists of a total of 34 written primary school student's reflections.
The findings can be used to innovate the initial teacher education, the professional training of teachers in the field of art education didactics, as well as to formulate more precisely the domain specificity of the professional vision in art education.