The aim of this paper is to present the outcome of working transdisciplinarywith a collegue at ”The Department of Humanities and Social Sciences Education” at Stockholm University.This paper will adress the possiblilities and obstacles that arise working in multimodal projects in the teacher education.

In our department we meet teacher students from the Teacher Education Programme for Primary School, Specialising in School-Age Education and Care, 180 credits. When the students aply to the program they choose one subject Art in School, Music or Sports. As professionals the teacher students will teach their choosen subject in school, and facilitate childrens playing in afterscool activities. As lecturers at the programmewe have to find ways of teaching that suites both these settings.

We have been using the method Scolarship of Teacher Education (SoTE), an experience-based learning where learning takes place through exploratory and reflective activities (Kreber, 2002). We constructed authentical and multimodal studentprojects with the goal to inspire the students to use these methods in school, at the same time we became teacher models for transdisciplinary work in teacher education (Loughran, 2006). We have been using students, colleagues, and our own experiences and critical eyes, as well as previous research form the theoretical framework (Handal, 1999; Schulman, 1986).

We have also been inspired by the project ISAMCE where teacher trainers implement intensive courses for teacher students. The aim of the projects is to learn Innovative and Sustainable Esthetic Methods for Citizenship Education: Nordic and Baltic perspectives. Many of our students applied to this specific teacher education because they believe in creating transdisciplinary and multimodal learning environments for children, in written reflections on their future proffesion they say, that is the school of their dreams.