An Investigation of Canadian Undergraduate Music Education Students’ Personal and Professional Experiences During a Three-Month Residency in China

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching and Learning Pub Date : 2020-06-29 DOI:10.22329/jtl.v14i2.6319
Jonathan G. Bayley, Vanessa Mio
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Abstract

The present study investigated undergraduate Canadian music education students’ personal and professional experiences during a three-month residency in China. Participants (N=3), in this case study, were part of a SSHRC funded Canada-China Reciprocal Learning Program and were in the process of completing a Bachelor of Education degree. The participants observed classroom teaching, attended workshops/presentations at Southwest University in Chongqing, China, and gave presentations to Chinese teachers and students. They were asked a wide range of open-ended questions relating to their preconceptions of life in China, coping strategies (e.g., language, local customs, environmental context, etc.), curricular and pedagogical similarities/differences, relationships with their Chinese counterparts, and potential impact on their future educational and professional plans. The findings indicated intellectual, social, and personal growth over this three-month period. Students spoke of overcoming fear and acquiring increased personal/professional self-awareness. However, there was no solid assurance that the participants’ experiences would have a lasting positive effect on their future pedagogical practices.
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加拿大音乐教育本科生在华三个月期间的个人和职业经历调查
本研究调查了加拿大音乐教育本科生在中国居住三个月期间的个人和职业经历。在本案例研究中,参与者(N=3)是SSHRC资助的加拿大-中国互惠学习计划的一部分,正在完成教育学士学位。参与者观察了课堂教学,参加了在中国重庆西南大学举行的研讨会/演讲,并向中国教师和学生做了演讲。他们被问到了一系列开放式的问题,涉及他们对中国生活的成见、应对策略(如语言、当地习俗、环境等)、课程和教学的相似性/差异、与中国同行的关系以及对他们未来教育和专业计划的潜在影响。研究结果表明,在这三个月的时间里,智力、社会和个人都有所增长。学生们谈到了克服恐惧和增强个人/职业自我意识。然而,并不能保证参与者的经历会对他们未来的教学实践产生持久的积极影响。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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