Abstract
The study investigates the professional vision of future primary teachers in art education and presents a connected videoclub methodology based on a wider transdidactic approach. It analyzes thirty four future primary teachers' written reflections based on watching a video of an art education lesson.
Eighty seven units of analysis were coded by modified Sherin and van Es categorical system. The study shows what phenomena did the student teachers notice, in comparison with the expert's view, and how they reflected them.
The results demonstrate a relatively low number of noticed phenomena as well as a relatively low ability of student teachers to embrace the observed phenomena in the terms of explanation, theorization, alteration or prediction, i.e. knowledge-based reasoning. Students mostly recognized the art projects'complex structures and topics.
They mostly took no notice of the communicative dimension in art education. Typically, they evaluated without reasoning or gave naive reasons.
The study indicates that student teachers do not use the acquired theoretical knowledge for reasoning. The findings were used to develop a videoclub methodology on Faculty of Education of the Charles University, Prague.