Analysis of constructive practice in instrumental music education: case study with an expert cello teacher
Entity
UAM. Departamento de Psicología BásicaPublisher
Pergamon PressDate
2016-08-21Citation
Teaching and Teacher Education 60 (2016): 97-107ISSN
0742-051X (print); 1879-2480 (online)DOI
10.1016/j.tate.2016.08.002Funded by
The SAPIL was developed by Amalia Casas, Maravillas Corbalan, Guadalupe Lopez-Iniguez, Cristina Marín, Puy Pérez Echeverría and Juan Ignacio Pozo the Research Group on Acquisition of Musical Knowledge (Grupo de Investigacion en Adquisición del Conocimiento Musical) at the Autonomous University of Madrid, Spain (GIACM, 2011), thanks to the funds given by the Ministry of Economy and Innovation, through Project EDU2013-47593-C2-1-P. This article was possible thanks to the Short Research Stays for researchers (total 9 months) awarded to the first author by the Autonomous University of Madrid. The article was also partly funded by the grant for cooperation with foreign institutions given by the Center for Educational Research and Academic Development in the Arts (CERADA) given by the Sibelius Academy of the University of the Arts Helsinki, FinlandProject
Gobierno de España. EDU2013-47593-C2-1-PSubjects
Case studies; Constructivism; Discourse analysis; Instrumental music education; Teacher-student interaction; Teaching and learning practices; Educación; PsicologíaNote
Reconocimiento-NoComercial-SinObraDerivadaRights
© 2016 Elsevier Ltd. All rights reservedAbstract
A case study was conducted on an expert cello teacher and a 7-year-old student, to analyze the relationships between the teacher's constructive conceptions and instructional practices, by means of the System for Analyzing the Practice of Instrumental Lessons. This article describes a constructive teaching model based on: (a) the student's learning processes, (b) fostering conditions that enable learning and (c) achieving long-lasting learning outcomes which are student-driven and applicable to other situations. Results suggest that many of this teacher's practices reflect the constructive profile to which her conceptions are associated
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Google™ Scholar:López Íñiguez, Guadalupe
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Pozo, Juan Ignacio