培养音乐教师教育中的批判性反思和富有成效的对话

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Music Teacher Education Pub Date : 2021-07-26 DOI:10.1177/10570837211034136
Adam G. Harry, K. Salvador
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引用次数: 3

摘要

因为教学本质上是一种政治行为,对于音乐教师教育者来说,重要的是要考虑他们在公共话语中的角色,以及他们如何与未来的音乐教育者接触教学的政治层面。在这篇有趣的文章中,我们提供了一个理论基础,让职前音乐教师在他们的本科音乐教育课程中进行批判性反思和富有成效的对话。结合理论,我们描述了设计环境和活动的具体策略,这些环境和活动鼓励学生识别和质疑二元思维,参与不同的想法和观点,并质疑他们自己和他人思维中的潜在假设和话语模式。提高本科生批判性反思和对话的能力可以激励和帮助他们将这些重要技能传授给未来的PK-12学生。
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Fostering Critical Reflection and Productive Dialogue in Music Teacher Education
Because teaching is an inherently political act, it is important for music teacher educators to consider their role in the public discourse and how they approach the political dimensions of teaching with future music educators. In this interest article, we offer a theoretical basis for engaging preservice music teachers in critical reflection and productive dialogue throughout their undergraduate music education coursework. In combination with theory, we describe specific strategies for designing environments and activities that encourage students to identify and question dualistic thinking, engage with diverse ideas and perspectives, and interrogate underlying assumptions and discursive patterns in their own and others’ thinking. Increasing undergraduate student competency in critical reflection and dialogue could motivate and assist them to pass on these important skills to their future PK–12 students.
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来源期刊
Journal of Music Teacher Education
Journal of Music Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
41.70%
发文量
27
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