Synergies in Subject Parallels: Coteaching "Music-Drama"

Autor/inn/en	Zimmerman Nilsson, Marie-Helene; Murphy, Colette
Titel	Synergies in Subject Parallels: Coteaching "Music-Drama"
Quelle	In: Hungarian Educational Research Journal, 11 (2021) 1, S.1-13 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Zimmerman Nilsson, Marie-Helene) ORCID (Murphy, Colette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2064-2199
Schlagwörter	Case Studies; Interdisciplinary Approach; Team Teaching; Music; Drama; Experienced Teachers; Preschool Teachers; Teacher Educators; Teacher Education Programs; Educational Needs; Active Learning; Teaching Methods; Sociocultural Patterns; Learning Theories; Learning Processes; Trust (Psychology); Creativity; Student Attitudes + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teamteaching; Musik; Schauspiel; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Educational need; Bildungsbedarf; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Learning theory; Lerntheorie; Learning process; Lernprozess; Kreativität; Schülerverhalten
Abstract	This case study contributes with a new coteaching design, in which experienced teachers from two different aesthetic subjects are planning, teaching and evaluating together in higher education, more specifically in general preschool teacher education. The aim of the study is to analyse how two drama teachers and a music teacher reflect on their coteaching. Coteaching, when teachers teach together with shared responsibility to meet their students' learning needs, is a pedagogical approach to enable an active learning process. Research and practice in coteaching have emerged, mostly designed with coteachers within the same subject. However, more research is needed about teachers from different subjects coteaching together. The theoretical framework is sociocultural, with special emphasis on aspects of learning from 'the other' in praxis by working in a zone of proximal development (ZPD). Analysed data consist of field notes and audio-recorded teacher group conversations. Main findings show synergies in subject parallels, based on the analysis of coteachers' reflections as learning processes within their ZPD. In conclusion, a major contribution in terms of synergy in coteaching appears in subject parallels related to specific subject matter concepts, where music and drama are intertwined in the classroom as "music-drama", as a new dimension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01