Dialogic Communication in the One-to-One Improvisation Lesson: A Qualitative Study

Autor/in	de Bruin, Leon R.
Titel	Dialogic Communication in the One-to-One Improvisation Lesson: A Qualitative Study
Quelle	In: Australian Journal of Teacher Education, 43 (2018) 5, S.1-16, Artikel 1 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Dialogs (Language); Interpersonal Communication; Teacher Student Relationship; Music Education; Creative Activities; Individual Instruction; Teaching Methods; Interaction; Skill Development; Critical Thinking; Creative Thinking; College Students; Foreign Countries; Metacognition; Qualitative Research; Data Analysis; Australia + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Interpersonale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Musikerziehung; Individuelles Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Kompetenzentwicklung; Qualifikationsentwicklung; Kritisches Denken; Kreatives Denken; Collegestudent; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Qualitative Forschung; Auswertung; Australien
Abstract	This qualitative study investigates the dialogic interactions between teacher and student that enhance learning and teaching within the one-to-one music improvisation lesson. This study analyses the ways teachers elicit student actions, thoughts and processes that develop student skills, critical and creative thinking processes necessary for improvisational development. Interactions and interplay between six Australian conservatoire improvisation students and their teachers were investigated. Data reveal dialogic interactions that span instruction, conversation, inquiry and enablement of student knowledge and skills that constitute a complex socio-cultural tapestry of discursive threads. Teacher-student interactions that activate desired creative student activity engage meta-cognitive processes and the cultivation of creative habits of mind that allow improvisational skill to flourish. Teachers engage in dialogic interaction and shape interactional behaviour, asserting a learning culture that makes explicit and visible the acquiring of skills and knowledge. Implications for skilled teaching that can effectively craft the at times improvisatory and ephemeral nature of teacher-student interactions are suggested. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01