A Case Study of Preservice Music Teachers' Experiences with Play in a General Music Methods Course

Autor/in	Wolfe, H. Ellie
Titel	A Case Study of Preservice Music Teachers' Experiences with Play in a General Music Methods Course
Quelle	In: Journal of Music Teacher Education, 30 (2020) 1, S.24-38 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wolfe, H. Ellie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/1057083720940301
Schlagwörter	Case Studies; Preservice Teachers; Music Teachers; Music Education; Preservice Teacher Education; Imagination; Teaching Methods; Role Playing; Music Activities; Cooperative Learning; Video Technology; Elementary School Teachers; Units of Study; Reggio Emilia Approach; Lesson Plans + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Music; Teacher; Teachers; Musiklehrer; Musikerziehung; Lehramtsstudiengang; Lehrerausbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Rollenspiel; Musikalische Aktion; Kooperatives Lernen; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lerneinheit; Reggio-Pädagogik; Lesson planning; Unterrichtsplanung
Abstract	Preservice music teachers may devalue play as a teaching approach unless music teacher educators reintroduce them to play through role-playing, cooperative games, and other playful activities. I designed a 4-week unit on play as part of an elementary general music methods course. Student participants engaged in, reflected on, and planned play activities over the course of the unit. My data sources, which included video recordings, written responses, lesson plans, and researcher notes, were analyzed through the lens of Gray's conception of play as intrinsic, imaginative, and mentally active. Participants reflected on play experiences and play-based teaching in individualized ways, but also appeared to increasingly value play over time. I discuss implications for implementing play in preservice music teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01