Informal Learning Practices in Distance Music Teacher Education: Technology (De)Humanizing Interactions

Autor/in	Narita, Flávia Motoyama
Titel	Informal Learning Practices in Distance Music Teacher Education: Technology (De)Humanizing Interactions
Quelle	In: Action, Criticism, and Theory for Music Education, 17 (2018) 3, S.57-78 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1545-4517
Schlagwörter	Foreign Countries; Informal Education; Distance Education; Music Teachers; Teacher Education; Action Research; Undergraduate Students; Technology Uses in Education; Music Education; Units of Study; Open Universities; Humanization; Models; Musicians; Critical Theory; Transformative Learning; Personal Autonomy; Cooperative Learning; Brazil + Suchen Sie Ihr Suchwort? Ausland; Informelle Bildung; Nichtformale Bildung; Distance study; Distance learning; Fernunterricht; Music; Teacher; Teachers; Musiklehrer; Lehrerausbildung; Lehrerbildung; Projektforschung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Musikerziehung; Lerneinheit; Offene Universität; Humanisierung; Analogiemodell; Musiker; Kritische Theorie; Pädagogische Transformation; Individuelle Autonomie; Kooperatives Lernen; Brasilien
Abstract	This paper discusses the implementation of a university teaching module, based on Lucy Green's (2008) informal music learning model. The synergy between Green's model and Paulo Freire's critical pedagogy is addressed through explanation of the module and its practices. The module was offered six times, from 2011 to 2016, as an action research project on a mixed-mode distance education undergraduate music program at the Open University of Brazil. The choices of technology in the module were aimed at promoting interactions in a dialogical, humanizing, and problem-posing approach to education in order to achieve conscientization (Freire 1970). However, the uses of technology and some of the practices of students led the author to ponder discourses of technological determinism. [Paper presented at the International Symposium on the Sociology of Music Education (10th, London, United Kingdom, Jun 11-14 2017.)] (As Provided).
Anmerkungen	MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01