Student Teachers' Guided Autonomous Learning: Challenges and Possibilities in Music Education

Suvi Lenita Hietanen, Inkeri Ruokonen, Heikki Ruismäki, Simo Jukka Tapani Enbuska

Research output: Contribution to journalArticleScientificpeer-review

Abstract

This study focuses on connecting student teachers’ formal and autonomous learning to strengthen student teachers’ skills and knowledge achieved in all kinds of situations to include in their music education paths. The data were collected through observations, interviews and student teachers’ writings and questionnaire responses. The study seeks a new implementation to support processes enabling student teachers to teach music in grades 1 to 6. The findings confirm those of previous research on the diversity of student teachers’ knowledge and abilities. Additionally, the paper presents an instruction model for integrated music education. The model’s core ideas are applicable to other subjects which require both training skills and understanding about the concepts essential in the phenomenon discussed.
Original languageEnglish
Pages (from-to)257-267
Journal Procedia Social and Behavioral Sciences
Volume217
DOIs
Publication statusPublished - 10 Feb 2016
MoEC publication typeA1 Journal article-refereed

Keywords

  • music
  • class-teacher education
  • autonomous learning
  • contact lessons
  • conceptualization
  • dialogue
  • guiding

Field of science

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

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