Like teacher, like student?: conceptions of children from traditional and constructive teachers regarding the teaching and learning of string instruments
Entidad
UAM. Departamento de Psicología BásicaEditor
RoutledgeFecha de edición
2014-07-07Cita
10.1080/07370008.2014.918132
Cognition and Instruction 32.3 (2014): 219–252
ISSN
0737-0008 (print); 1532-690X (online)DOI
10.1080/07370008.2014.918132Financiado por
This research was financed by the Ministry of Science and Innovation, through project EDU2010-21995-C02-01Proyecto
Gobierno de España. EDU2010-21995-C02-01Versión del editor
http://dx.doi.org/10.1080/07370008.2014.918132Materias
Constructivism; Music Education; Student Attitudes; Teaching; Teaching Methods; Educación; PsicologíaDerechos
© Taylor & Francis Group, LLCResumen
While many studies have considered the association between teachers’ and students’ conceptions of teaching and learning and classroom practices, few studies have researched the influence of teachers’ conceptions on students’ conceptions. Our objective was to analyze the influence of music teachers’ conceptions on student ideas regarding teaching and learning. We interviewed 30 children with teachers with traditional conceptions of teaching and learning and 30 with teachers with constructive
conceptions. Interviews were conducted after children viewed videos of instrument lessons demonstrating direct, interpretative or constructive teaching and learning. A first quantitative analysis (ANOVA) considered the video choice. A second qualitative analysis (lexicometric analysis) was based on video choice explanations. Results showed that students’ conceptions corresponded to their teachers’ profiles. Student explanations in the constructive group were longer and more elaborate, focusing on learning processes and conditions and student autonomy, whereas the traditional group
focused on outcomes and responding to teacher instructions.
Lista de ficheros
Google Scholar:López Íñiguez, Guadalupe
-
Pozo Municio, J. Ignacio
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