(RE)CONSTRUCTION OF STUDENT MUSIC TEACHER IDENTITY

The professional identity of music teacher represents the essence of this profession. Improving the programmes of music teacher education and deciding how to (re)construct the professional identity of prospective music teachers, it is important to discuss what contextual factors can have an impact on the development of music teacher identity and what possibilities of its (self-) development are available at university. A better understanding of the role-identity of teachers at various stages of their careers could enhance the conceptions of study programmes in music teacher education. The article analyses and discusses the conception of music teacher identities, substantiates its peculiarities during pre-service training, points out the most important characteristics for the successful professional activity of the music teacher. The research presented in the article focuses on professional identity development of 30 university music students (15 Lithuanian and 15 foreign) at Lithuanian University of Educational Sciences (Music Education). The method of focus group interview was used in this study.The research results show that the student music teachers have developed a distinctive attitude towards the professional education in universities and their own expectations. Suggestions for practice and further research are also provided

CHILDREN’S SINGING: REFLECTIONS ON A VOCAL TEACHING IN LITHUANIA AND TAIWAN

The research is concerned with the aim of comparing children’s singing and vocal teaching development in Lithuania and Taiwan. Singing is the most noticeable feature of musical culture of the nation. Seeking the continuity of traditions of teaching singing, the nurturance of children’s singing in various countries is considered to be one of the key objectives of music education. Therefore, the research teams from Lithuania and Taiwan have decided that the importance of the development of a child’s voice requires more attention. In total 150 6-8 yearold children took part in the research (testing): 75 children in each age group were tested in Lithuania and Taiwan. The methodology for “Children’s Singing Voice Measure” (CSVM) was used in the research. The conducted research highlighted the tendencies of expression of 6-8 year-old children’s singing voice skills in musical education classes in Lithuania and Taiwan. It was revealed that the ability of 6-8 year-old children to control the singing voice range is developed insufficiently. The article was written implementing the international tripartite research project “Coordination between Musical Hearing and Vocal Apparatus of 6-8 Year-Old Children during the Process of Singing: Comparative Study in Latvia, Lithuania and Taiwan” (TAP-LLT-14-016)

Incorporating life cycle assessment and ecodesign tools for green chemical engineering: a case study of competences and learning outcomes assessment

Chemical engineers assume a broad range of roles in industry, spanning the development of new process designs, the maintenance and optimization of complex systems, and the production of intermediate materials, final products and new technologies. The technical aptitude that enables chemical engineers to fulfill these various roles along the value chain makes them compelling participants in the environmental assessment of the product in question. Therefore, the introduction of life cycle assessment (LCA) and ecodesign concepts into the chemical engineering curriculum is essential to help these future professionals to face design problems with a holistic view of the technical, economic, social and environmental impacts of their solutions. The teaching of these and other disciplines by means of student-centered methods, based on a holistic structure, have demonstrated better teamwork and communication skills. For that reason, this paper proposes a Micro (Assess-Analyze-Act) (M-3A) model of assessment mainly focused on closing the loop of the learning activities. This model has been applied to an ecodesign case study of the "University master's Degree in chemical engineering" of the University of Cantabria/University of the Basque Country, with positive feedback of the students. They felt that the approach has allowed them to utilize their analytical skills in quantifying a situation before applying other subjective measures, and that the public discussion of the results was a satisfactory element for improving their communication skills. Moreover, the students found that the workload was nicely adjusted, highlighting the acquisition of 4 competences preferentially: teamwork, creativity; relevance of environmental issues and initiative and entrepreneurship. Finally, the students suggest that the application of this methodology into their degree could motivate future students improving their performance

Implementing and operationalising integrative approaches to sustainability in Higher Education: The role of project-oriented learning.

Higher education institutions across the world are increasingly placing an emphasis on students’ acquisition of a broader range of skills or attributes within the taught curriculum, which should lead to a widening of their chances of academic success, in particular in the employment market. Among other issues, matters related to sustainable development are playing a key role, but many universities do not yet cater for integrative approaches, which may help them to approach sustainability issues in a transformative way. It is therefore necessary to develop new approaches and methods, which may address this gap. Based on the importance of meeting this perceived research need, this paper defines the role of project-oriented learning, also designated as Project Based Learning, as a tool to support integrative approaches to sustainability in a higher education context. The scientific value of the paper lies in the provision of some examples of successful approaches to Project Based Learning and the identification of some of the trends that characterise it. The paper makes clear why project-oriented learning should be more widely used in support of integrative approaches to sustainability, and why it needs to become part of the routine of higher education institutions. The outline of some of the initiatives recently and currently being undertaken may inspire others and assist in the implementation of Project Based Learning

Project-Based Learning at University: Teaching Experiences of Lecturers

AbstractOne of the methods, which directs pedagogical technologies towards interactive learning, embraces preparation and presentation of projects. The contribution of project-based learning to (self-)development of learners’ general and subject competencies has been widely acknowledged. However, seeking to develop student's (as future teacher's of music) competency of project activities, it is necessary to apply strategies and methods of project-based learning as one of the most essential means of (self-)education in higher education institutions. The article presents the attitude of lecturers from Lithuanian University of Educational Sciences towards problems and possibilities of application of paradigm of project-based learning in the process of music education studies