Pre-Service Music Teachers' Understanding of Blended Learning: Implications for Teaching Post COVID-19

Autor/inn/en	Jenkins, Louise E.; Crawford, Renee
Titel	Pre-Service Music Teachers' Understanding of Blended Learning: Implications for Teaching Post COVID-19
Quelle	In: Australian Journal of Teacher Education, 46 (2021) 7, S.86-96, Artikel 5 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Preservice Teachers; Music Teachers; Knowledge Level; Blended Learning; COVID-19; Pandemics; Foreign Countries; Teacher Educators; Outcomes of Education; Australia + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Wissensbasis; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lernleistung; Schulerfolg; Australien
Abstract	The significant increase in online teaching during the COVID-19 pandemic has created a heightened need for educators to implement teaching methods which do not rely solely on "face-to-face" learning within the same physical space. Blended Learning (BL) is one such approach, allowing for flexibility in the delivery of a class and constant access to unit materials. This paper reports on an investigation, by two Australian Pre-service Teacher (PST) educators, of their students' understanding of BL at the beginning and end of a BL music method unit. Data were collected for three consecutive years with three separate cohorts. Findings indicated that the majority of the participants began the unit with little to no understanding of BL. This improved considerably through direct BL experience, with some exceptions. The implications for the development of flexible and responsive PST education in the current and post pandemic education environment are considered. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01