Literaturnachweis - Detailanzeige
| Autor/in | Forrester, Sommer |
|---|---|
| Titel | The Evolution and Use of Verbal Protocols in the Study of Music Teacher Cognition |
| Quelle | In: Contributions to Music Education, 44 (2019), S.127-144 (18 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0190-4922 |
| Schlagwörter | Music Teachers; Pedagogical Content Knowledge; Protocol Analysis; Beginning Teachers; Music Education; Recall (Psychology); Metacognition; Problem Solving; Musical Composition; Creativity; Listening |
| Abstract | The purpose of this literature review is to define verbal protocols and explore how two methodological tools -- think-alouds and stimulated recall -- may apply to research in music education practices. Pinpointing the inner workings of these processes may extend the ongoing work within music education and further support how novice music teachers notice, observe, and understand the nuances involved in music teaching. Across the reviewed body of research in music education, stimulated recall and think-alouds helped participants access their tacit knowledge and think metacognitively about their thought processes while solving musical problems, listening, and teaching. Overwhelmingly, the participants across all of the reviewed music education studies demonstrated notable improvement in their ability to identify and describe aspects of their cognitive processes. (As Provided). |
| Anmerkungen | Ohio Music Education Association. e-mail: contributions@omea-ohio.org; Web site: https://www.omea-ohio.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2021/2/06 |
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