The perfect teacher of the future? Empirical insights into transformative learning with LEGO® SERIOUS PLAY®

The article examines how transformative learning can be initiated in teacher education from a profession-oriented perspective using LEGO® SERIOUS PLAY® (LSP). In a two-phase university project, pre-service teachers designed LSP sequences and worked with 12 primary school classes (≈240 pupils). Pre/post data were analyzed qualitatively. Findings indicate that LSP opens participatory spaces for reflection and negotiation and deepens personal and relational facets of teacher professionalism; links to societal transformations remained peripheral. We conclude that curricular embedding and explicit thematic anchoring are required.