Changing Patterns of Scaffolding and Autonomy during Individual Music Lessons: A Mixed Methods Approach

Autor/inn/en	Kupers, Elisa; van Dijk, Marijn; van Geert, Paul
Titel	Changing Patterns of Scaffolding and Autonomy during Individual Music Lessons: A Mixed Methods Approach
Quelle	In: Journal of the Learning Sciences, 26 (2017) 1, S.131-166 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2016.1259624
Schlagwörter	Music Activities; Music Education; Scaffolding (Teaching Technique); Mixed Methods Research; Case Studies; Video Technology; Observation; Multivariate Analysis; Longitudinal Studies; Qualitative Research; Teacher Student Relationship; Educational Change; Personal Autonomy; Teaching Styles; Teaching Methods; Interaction; Cohort Analysis; College Students; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Musikalische Aktion; Musikerziehung; Case study; Fallstudie; Case Study; Beobachtung; Multivariate Analyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Qualitative Forschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsreform; Individuelle Autonomie; Lehrstil; Unterrichtsstil; Teaching method; Lehrmethode; Unterrichtsmethode; Interaktion; Kohortenanalyse; Collegestudent; Ausland; Niederlande
Abstract	Learning implies change. Inside and outside schools, we aim for students to change into people with more skills and knowledge as well as with a growing sense of agency and responsibility. Furthermore, education itself is subject to constant change. In this article, we examine change in 3 case studies in the context of individual music lessons from a complex dynamic systems approach. Three beginning string instrument students and their teacher were followed for 18 months (28 lessons per dyad) by means of video observations. We combine cluster analyses on longitudinal data with qualitative illustrations of moment-to-moment teacher-student transactions to gain insight into how and why change in teaching and learning occurs. The 3 cases show distinct profiles of change: the development of strong suboptimal attractor states, the emergence of optimal attractor states, and a profile that is characterized by falling back into suboptimal attractor states. We discuss how optimal and suboptimal learning and teaching trajectories can unfold over time and how a mixed methods approach can provide valuable new insights for both practice and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01