Citation

Supporting the Professional Learning of Teachers: Music Education,Learning Styles and Purposeful Feedback as the Means to Developing a Deeper Understanding of Teaching Practice

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Abstract:

In teaching, the nature of practice and pedagogy continues to evolve as students create a wider range of needs and the exit skills for employers become more diverse. In music education, the many components of the curriculum (ICT, creativity, performance and aural) provide opportunities for students to develop an increased awareness of their own ability through reflective practice, where they become responsible for their own learning. This can often be influenced by the students' own preference for a particular learning style. But what about the classroom teacher? Do they have the ability to regularly critique their own professional learning?

In this session, the presentation will advocate the need to encourage young teachers to develop their skills and knowledge in a purposeful manner, reflecting and developing their own practice through meaningful feedback (i.e., Observation, Mentoring & Shadowing) It will also highlight the growing need to consider varied learning styles as part of teacher education training, by aligning these facets with different types of classroom activities that are employed by many students on a day to day basis. Using existing models of learning and range of classroom scenarios and relevant contexts, suggestions for improving the craft of our music educators will be presented for consideration.
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Association:
Name: ISME World Conference and Commission Seminars
URL:
http://www.isme.org/


Citation:
URL: http://citation.allacademic.com/meta/p397699_index.html
Direct Link:
HTML Code:

MLA Citation:

Merrick, Bradley. "Supporting the Professional Learning of Teachers: Music Education,Learning Styles and Purposeful Feedback as the Means to Developing a Deeper Understanding of Teaching Practice" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, China Conservatory of Music (CC) and Chinese National Convention Centre (CNCC), Beijing, China, <Not Available>. 2014-11-27 <http://citation.allacademic.com/meta/p397699_index.html>

APA Citation:

Merrick, B. "Supporting the Professional Learning of Teachers: Music Education,Learning Styles and Purposeful Feedback as the Means to Developing a Deeper Understanding of Teaching Practice" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, China Conservatory of Music (CC) and Chinese National Convention Centre (CNCC), Beijing, China <Not Available>. 2014-11-27 from http://citation.allacademic.com/meta/p397699_index.html

Publication Type: Abstract
Abstract: In teaching, the nature of practice and pedagogy continues to evolve as students create a wider range of needs and the exit skills for employers become more diverse. In music education, the many components of the curriculum (ICT, creativity, performance and aural) provide opportunities for students to develop an increased awareness of their own ability through reflective practice, where they become responsible for their own learning. This can often be influenced by the students' own preference for a particular learning style. But what about the classroom teacher? Do they have the ability to regularly critique their own professional learning?

In this session, the presentation will advocate the need to encourage young teachers to develop their skills and knowledge in a purposeful manner, reflecting and developing their own practice through meaningful feedback (i.e., Observation, Mentoring & Shadowing) It will also highlight the growing need to consider varied learning styles as part of teacher education training, by aligning these facets with different types of classroom activities that are employed by many students on a day to day basis. Using existing models of learning and range of classroom scenarios and relevant contexts, suggestions for improving the craft of our music educators will be presented for consideration.


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Music Teaching and Learning in the Online Academy of Irish Music: Music, Meaning, Identity and Practice in Community

Developing student collaborations with the potential to reveal new learning experiences and understandings of process and practice in music education


 
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