Exploring the Impact of Coteaching on Pre-Service Music Teachers

Autor/inn/en	Kerin, Marita; Murphy, Colette
Titel	Exploring the Impact of Coteaching on Pre-Service Music Teachers
Quelle	In: Asia-Pacific Journal of Teacher Education, 43 (2015) 4, S.309-323 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2015.1060293
Schlagwörter	Preservice Teacher Education; Preservice Teachers; Music Education; Undergraduate Students; Team Teaching; Elementary School Teachers; Teacher Collaboration; Student Teaching; Knowledge Base for Teaching; Interviews; Student Journals; Lesson Plans; Transcripts (Written Records); Professional Identity; Training Methods; Field Experience Programs; Reflective Teaching; Ethnography; Classroom Techniques; Questioning Techniques; Congruence (Psychology); Student Evaluation; Program Effectiveness; Foreign Countries; Pedagogical Content Knowledge; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Musikerziehung; Teamteaching; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Teaching practice; Unterrichtspraxis; Teaching theory; Theory of teaching; Unterrichtstheorie; Interviewing; Interviewtechnik; Studentenzeitung; Lesson planning; Unterrichtsplanung; Didaktik; Trainingsmaßnahme; Praxisnahes Lernen; Ethnografie; Klassenführung; Befragungstechnik; Fragetechnik; Congruence; Psychology; Kongruenz; Psychologie; Schulnote; Studentische Bewertung; Ausland; Pädagogische Kompetenz
Abstract	This study describes and analyses how coteaching affected undergraduate music education preservice teachers (PSTs). During an 8-week school placement, coteaching was used as a means of creating a reciprocal professional learning arrangement involving PSTs and primary school teachers. The theoretical framework draws on the Russian concept of "obuchenie," which is a dialectical process of mutual adaptation between student and teacher. Music education PST participated as subject expert/pedagogy novice, while generalist classroom teacher occupied the role of pedagogy expert/music novice. Findings relate to the acquisition of four aspects of teacher professional agency, "subject or content knowledge," "pedagogical knowledge," "curricular knowledge," and "pedagogical content knowledge." A thematic analysis was undertaken using data from interviews, PST reflective journals, observations, lesson plans, and researcher field-notes. In comparison with the traditional school placement, there was a radical improvement in the development of professional agency amongst the coteaching cohort. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01