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

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Tutkimustuotokset: Kirjoitus lehdessä tai erikoisnumeron toimittaminen › Artikkeli › Tieteellinen › vertaisarvioitu

Abstrakti

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.

Alkuperäiskieli	englanti
Sivut	276-281
Julkaisu	Procedia Social and Behavioral Sciences
Vuosikerta	217
DOI - pysyväislinkit	https://doi.org/10.1016/j.sbspro.2016.02.083
Tila	Julkaistu - 10 helmik. 2016
OKM-julkaisutyyppi	A1 Vertaisarvioitu alkuperäisartikkeli

Tieteenala

Teatteri, tanssi, musiikki, muut esittävät taiteet
Yleinen kasvatustiede

Pääsy tutkimustuotokseen

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

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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}",

note = "DOI: 10.1016/j.sbspro.2016.02.083",

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day = "10",

doi = "10.1016/j.sbspro.2016.02.083",

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journal = " Procedia Social and Behavioral Sciences",

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Dialogue Possibilities in Guided Autonomous music Studies in Class-teacher Education in Finland. / Enbuska, Simo Jukka Tapani; Hietanen, Suvi Lenita ; Tuisku, Vesa Tuomas.

julkaisussa: Procedia Social and Behavioral Sciences, Vuosikerta 217, 10.02.2016, s. 276-281.

Tutkimustuotokset: Kirjoitus lehdessä tai erikoisnumeron toimittaminen › Artikkeli › Tieteellinen › vertaisarvioitu

TY - JOUR

T1 - Dialogue Possibilities in Guided Autonomous music Studies in Class-teacher Education in Finland

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

Y1 - 2016/2/10

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

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