Problem-Based Learning (PBL) in Music Teacher Education

Autor/inn/en	da Fonsêca Barros, Matheus Henrique; Penna, Maura
Titel	Problem-Based Learning (PBL) in Music Teacher Education
Quelle	In: International Journal of Music Education, 41 (2023) 4, S.585-597 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (da Fonsêca Barros, Matheus Henrique)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/02557614221130526
Schlagwörter	Problem Based Learning; Music Education; Music Teachers; Teacher Education Programs; Teaching Methods; Action Research; Foreign Countries; Teacher Student Relationship; Independent Study; Class Activities; Intervention; Elementary Secondary Education; Professional Identity; Reflective Teaching; Cultural Influences; Pedagogical Content Knowledge; Instructional Effectiveness; Brazil + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Projektforschung; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbststudium; Cultural influence; Kultureinfluss; Pädagogische Kompetenz; Unterrichtserfolg; Brasilien
Abstract	This article analyzes the implementation of problem-based learning (PBL) in music teacher education. A qualitative action-research took place at the Instituto Federal de Educação, Ciência e Tecnologia (IF), in Northeast Brazil, including Music Education students and selected staff. The pedagogical intervention was carried out by in-class activities based on five suggested problems. The interpretation of the data indicates that PBL can enrich the education process of the music teacher by bringing the formative stage closer to the practical world, through problems that present real-life situations in teaching elementary, middle, and high school levels. The effectiveness of its implementation depends on institutional, curricular, and cultural factors as well as the knowledge of PBL frameworks. PBL's dynamics reconfigures the teacher/student relationship, promotes the development of learning autonomy and the recognition of a music teacher identity. It also fosters group-work skills that stimulate cooperation and mutual analysis, in addition to encouraging reflective professional practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01