Applied Music Studio Teachers in Higher Education: Evidence of Learner-Centred Teaching

Autor/inn/en	Daniel, Ryan; Parkes, Kelly A.
Titel	Applied Music Studio Teachers in Higher Education: Evidence of Learner-Centred Teaching
Quelle	In: Music Education Research, 21 (2019) 3, S.269-281 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daniel, Ryan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-3808
DOI	10.1080/14613808.2019.1598345
Schlagwörter	Music Teachers; Higher Education; College Faculty; Teaching Methods; Individualized Instruction; Student Centered Learning; Accountability; Foreign Countries; Teacher Education; Cultural Differences; Educational Attainment; Australia; United States; Thailand; New Zealand; South Korea + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Individualisierender Unterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Verantwortung; Ausland; Lehrerausbildung; Lehrerbildung; Kultureller Unterschied; Bildungsabschluss; Bildungsgut; Australien; USA; Neuseeland; Korea; Republik
Abstract	One of the key goals within the global higher education sector is to continue to improve current practice in learning and teaching. Associated with this push is accountability or compliance, in terms of institutional leaders and teaching staff being able to evidence the ways in which student learning outcomes are achieved. A current area of focus in higher education is the concept of learner-centred teaching, where the student is expected to contribute more to the teaching and learning transactions. Amidst this context, this paper focuses on the applied studio teaching model in music, also known as the one-to-one lesson. Involving 54 current practitioners across four countries, survey findings reveal that numerous teachers have had no formal training in pedagogy and thus describe their teaching in different ways to those that have had training. Implications for professional development of applied studio teachers are discussed and suggestions for further research are also presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01