Dialogue Possibilities in Guided Autonomous music Studies in Class-teacher Education in Finland

Simo Jukka Tapani Enbuska, Suvi Lenita Hietanen, Vesa Tuomas Tuisku

Research output: Contribution to journalArticleScientificpeer-review

Abstract

This study investigates the kinds of issues dialogical perspective can reveal among teacher students in different learning environments and how different learning environments talk to each other. This qualitative study is based on Burbules’ (1993) theory of dialogue. The research sample consists of teacher educators’ (authors) discussions with one student and with groups of students during and after music lessons as well as teacher students’ responses to a semi-structured questionnaire. This paper considers the recognized needs in the guiding process and addresses some critical incidents in that process as a model that teacher educators can apply to other subjects.
Original languageEnglish
Pages (from-to)276-281
Journal Procedia Social and Behavioral Sciences
Volume217
DOIs
Publication statusPublished - 10 Feb 2016
MoEC publication typeA1 Journal article-refereed

Keywords

  • music
  • dialogue
  • different learning environments
  • class-teacher education
  • guiding process

Field of science

  • Theatre, dance, music, other performing arts
  • General and teacher education

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