Educating Student Teachers for Interprofessional Collaboration through the Codesign of Cultural Heritage with the Use of Augmented Reality (AR) Technology

In the current study, we focus on student teachers’ perceptions of their involvement in interprofessional collaboration (IPC) as part of a mandatory course centered around The Cultural Schoolbag (TCS). The course emerged through collaborative efforts, drawing participants from the fields of education, design, and culture, guided by core principles of participatory design. Our article explores how student teachers perceive their participation, their roles, and responsibilities in promoting democracy, as well as their experiences in facilitating TCS learning processes within their educational context. To analyze student teachers’ active participation in the TCS, we employ an analytical framework that differentiates between three types of democratic participation: “about,” “for,” and “through.” We find that by enhancing student teacher’s ability to contribute to the design of the TCS through the course, they gained firsthand experience working with democratic participation. Hence, their autonomy as educators increases, allowing them to voice concerns and foster active learning during their placement.