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

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

doi:10.1016/j.sbspro.2016.02.083

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

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

Faculty of Education

Research output: Contribution to journal › Article › Scientific › peer-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 language	English
Pages (from-to)	276-281
Journal	Procedia Social and Behavioral Sciences
Volume	217
DOIs	https://doi.org/10.1016/j.sbspro.2016.02.083
Publication status	Published - 10 Feb 2016

Keywords

music
dialogue
different learning environments
class-teacher education
guiding process

Field of science

Theatre, dance, music, other performing arts
General education

Access to research output

10.1016/j.sbspro.2016.02.083Licence: CC BY-NC-ND

Citation for this output

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title = "Dialogue Possibilities in Guided Autonomous music Studies in Class-teacher Education in Finland",

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{\textquoteright} (1993) theory of dialogue. The research sample consists of teacher educators{\textquoteright} (authors) discussions with one student and with groups of students during and after music lessons as well as teacher students{\textquoteright} 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.",

keywords = "music , dialogue, different learning environments, class-teacher education, guiding process",

author = "Enbuska, {Simo Jukka Tapani} and Hietanen, {Suvi Lenita} and Tuisku, {Vesa Tuomas}",

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AU - Enbuska, Simo Jukka Tapani

AU - Hietanen, Suvi Lenita

AU - Tuisku, Vesa Tuomas

N1 - DOI: 10.1016/j.sbspro.2016.02.083

PY - 2016/2/10

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N2 - 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.

AB - 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.

KW - music

KW - dialogue

KW - different learning environments

KW - class-teacher education

KW - guiding process

U2 - 10.1016/j.sbspro.2016.02.083

DO - 10.1016/j.sbspro.2016.02.083

M3 - Article

SN - 1877-0428

VL - 217

SP - 276

EP - 281

JO - Procedia Social and Behavioral Sciences

JF - Procedia Social and Behavioral Sciences

ER -

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

Abstract

Keywords

Field of science

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Citation for this output