Instrumental Music Educators in a COVID Landscape: A Reassertion of Relationality and Connection in Teaching Practice.
Instrumental Music Educators in a COVID Landscape: A Reassertion of Relationality and Connection in Teaching Practice.
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DOI：
10.3389/fpsyg.2020.624717
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发表时间：
2020
影响因子：
3.8
通讯作者：
de Bruin LR
中科院分区：
文献类型：
--
作者：
de Bruin LR
对于许多国家来说，中学的器乐教学是一项普遍存在的活动，它为乐器的学习提供了情境化和个性化的指导。2019冠状病毒病爆发期间，教师的工作机会和方法对音乐教育工作者提出了挑战，即他们如何通过在线平台教学、参与和与学生互动，对气溶胶扩散的警报是维持在线器乐教学的一个主要因素，即使学生恢复了“正常”的面对面课程。本研究以澳大利亚墨尔本的中学器乐教师为研究对象，分析了在限制教师与学生远程在线互动的情况下，教师对音乐教学的看法。采访成绩单的主题分析揭示了音乐教育方法，促进连接，同情和接受建立关系，引导学生在更慢，更深的学习者为中心的方法，主张加强和促进人际联系的教学实践，并通过音乐的经验和发现。这些研究结果提供了一个框架，音乐教育工作者如何促进连接，动机和学生自主性产生个人意义和承诺的音乐制作和学习关系，这可以转化为显着的学生学习和学习音乐的价值。探讨教师的教学实践和行为在这种二元师生关系是一个重要的文献，使连接行为的类型需要考虑刺激和发展音乐的长期兴趣。
For many countries instrumental music tuition in secondary schools is a ubiquitous event that provides situated and personalized instruction in the learning of an instrument. Opportunities and methods through which teachers operate during the COVID-19 outbreak challenged music educators as to how they taught, engaged, and interacted with students across online platforms, with alarm over aerosol dispersement a major factor in maintaining online instrumental music tuition even as students returned to “normal” face to face classes. This qualitative study investigated the practices employed by instrumental music educators in secondary schools in Melbourne, Australia, analyzing teacher perspectives to music tuition amidst the restriction of interaction with students remotely via online means. Thematic analysis of the interview transcripts revealed music educational approaches that fostered connection, empathy and receptiveness to relationship-building, guiding students in slower and deeper learner-centered approaches, asserting pedagogical practices that reinforced and promoted interpersonal connectedness in and through musical experience and discovery. These findings provide a framework for how music educators can facilitate connection, motivation and student autonomy generating personal meaning and commitment to music making and the learning relationship, which can translate to significant student learning and value in the learning music. Exploring teachers’ pedagogical practices and behaviors within this dyadic teacher-student relationship is a significant addition to the literature, enabling the consideration of the type of connective behaviors required to stimulate and develop long-term interest in music.
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影响因子：
3.8
作者：
Archambault, Isabelle;Janosz, Michel;Pagani, Linda S.
通讯作者：
Pagani, Linda S.
影响因子：
2.3
作者：
de Bruin, Leon R.
通讯作者：
de Bruin, Leon R.
影响因子：
3.7
作者：
de Bruin, Leon R.
通讯作者：
de Bruin, Leon R.
影响因子：
1.4
作者：
de Bruin, Leon R.
通讯作者：
de Bruin, Leon R.
影响因子：
1.8
作者：
Creech, Andrea;Hallam, Susan
通讯作者：
Hallam, Susan