Music teachers’ stance in action to develop student autonomy

IF 1.6 3区 心理学 0 MUSIC
Sarah Chardonnens
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引用次数: 0

Abstract

In the context of instrumental teaching, developing student autonomy is a major goal of teachers in addition to transmitting knowledge and fostering musical learning. This research, which consists of two successive studies, focused on the development of student autonomy from the teacher’s perspective. In the first study, I conducted a qualitative analysis of 21 teachers’ beliefs and intentions with regard to the development of student autonomy and their roles in this process. The results showed that teachers considered themselves somewhat at the periphery of the process in which students attain autonomy. In the second study, I analyzed in depth the joint action of three teachers with their students during two successive lessons. My analysis of the film recordings revealed that teachers performed many pedagogical actions to develop student autonomy, albeit unconsciously and without verbalization. The results of this second study suggest that there are four possible teaching stances that make it possible to develop autonomy. Based on a synthesis of the two studies, I propose a model that helps teachers to develop student autonomy through the understanding and clarification of the four key phases of the self-regulation process.
音乐教师培养学生自主性的行动立场
在器乐教学中,除了传授知识和促进音乐学习之外,培养学生的自主性也是教师的主要目标。本研究由两项连续的研究组成,主要从教师的角度探讨学生自主性的培养问题。在第一项研究中,我对 21 名教师关于培养学生自主性的信念和意向以及他们在这一过程中的角色进行了定性分析。结果显示,教师认为自己在某种程度上处于学生实现自主过程的边缘。在第二项研究中,我深入分析了三位教师与学生在连续两节课上的共同行动。通过对录像的分析,我发现教师在培养学生自主性方面采取了许多教学行动,尽管这些行动是无意识的,也没有用语言表达出来。第二项研究的结果表明,有四种可能的教学姿态可以培养学生的自主性。在综合这两项研究的基础上,我提出了一个模式,通过理解和澄清自我调节过程的四个关键阶段,帮助教师培养学生的自主性。
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来源期刊
CiteScore
4.00
自引率
17.60%
发文量
88
期刊介绍: Psychology of Music and SEMPRE provide an international forum for researchers working in the fields of psychology of music and music education, to encourage the exchange of ideas and to disseminate research findings. Psychology of Music publishes peer-reviewed papers directed at increasing the scientific understanding of any psychological aspect of music. These include studies on listening, performing, creating, memorising, analysing, describing, learning, and teaching, as well as applied social, developmental, attitudinal and therapeutic studies. Special emphasis is placed on studies carried out in naturalistic settings, especially those which address the interface between music psychology and music education.
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