Teaching Songs from Diverse Cultures to Pre-Service Teachers Using a "Four Step Flipped" Method

Autor/inn/en	Nethsinghe, Rohan; Joseph, Dawn; Mellizo, Jennifer; Cabedo-Mas, Alberto
Titel	Teaching Songs from Diverse Cultures to Pre-Service Teachers Using a "Four Step Flipped" Method
Quelle	In: International Journal of Music Education, 41 (2023) 3, S.383-397 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nethsinghe, Rohan) ORCID (Joseph, Dawn) ORCID (Cabedo-Mas, Alberto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/02557614221110952
Schlagwörter	Preservice Teachers; Online Courses; Cultural Awareness; Diversity; Preservice Teacher Education; Educational Technology; Flipped Classroom; Blended Learning; Music; Foreign Countries; Networks; International Cooperation; Undergraduate Students; Asynchronous Communication; United States; Spain; South Africa; Sri Lanka + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Cultural identity; Kulturelle Identität; Lehramtsstudiengang; Lehrerausbildung; Unterrichtsmedien; Flipped classrooms; Flip teaching; Inverted teaching; Musik; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; USA; Spanien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Ceylon
Abstract	As music educators around the globe continue to work in blended environments, it is important to explore how pedagogical approaches can be adapted and reimagined in ways that enhance teaching and learning in this changing educational landscape. In this study, the authors drew on elements of Collaborative Online International Learning (COIL) to teach three culturally diverse songs to pre-service teachers at a Spanish university. Acting as culture bearers and tertiary music educators, they selected and taught songs from three different geographic locations (South Africa, Sri Lanka, and the United States). Utilizing a descriptive case study design, the authors discuss their pedagogical approach and argue a "Four Step Flip method" (Asynchronous, Synchronous, Face-to-Face, and Hybrid Feedback) can be effectively applied and adopted in online music teaching and learning settings. This model prioritizes the culture bearers' involvement in the learning process from start to finish while allowing students ample space to merge unfamiliar cultural perspectives with their own. The authors also contend building collaborative networks that extend beyond national borders can enhance understanding and appreciation of different genres, cultures, and languages in music classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01