The Use of a Blended Learning Environment by Primary School Student Teachers to Study Music Theory

The European Journal of Social & Behavioural Sciences aon arvioitu uudestaan ja sen JUFO luokka onnyt 1. Lehden julkaisun kohdalla on siis vanhentunutta tietoa, joka pitää korjata (The European Journal of Social & Behavioural Sciences 2301-2218 JUFO (2014): Järjestys (Rating) Ei luokitusta (on arvioitu))Peer reviewe

Focus on Participation : What Can We Learn from Student Teachers Participation in Curriculum Design and Implementation? A Case Study

While several studies focus on university students’ participation in their educational paths, fewer studies deal with students’ participation in the processes of curriculum design and implementation. This qualitative case study explores how more equal practices can be implemented at universities, using the Framework for Participation (Black-Hawkins, 2010) and the case of music studies in primary teacher education. Inclusion, participation and culturally relevant curricula are keys to promote sustainable social development. This is particularly important in the sparsely populated northern areas, and we need develop ways in which we can engage our student teachers in this exploration. The first part of the data was collected and analysed in the spring semester 2013 focusing on the ways in which the students were involved in the different phases of the curriculum: enacted and experienced curriculum. Based on the findings of the first part, during the curriculum renewal period, and after participating in developing a music course curriculum, the second data were collected in the autumn semester 2017. Our findings indicate that students’ experiences of participation vary, for example, according to their opportunities to use, challenge and develop their musical skills in action.Peer reviewe

"Tänään soitin vain kitaraa, koska innostuin" : tapaustutkimus yrittäjämäisestä toiminnasta perusopetuksen 7. luokan musiikin oppimisympäristössä

Tässä tutkimuksessa tarkastellaan oppilaiden yrittäjämäisen toiminnan ilmenemistä ja tukemista musiikin perusopetuksessa. Tutkimus edustaa tapaustutkimusta, jossa opettaja tutkii omaa työtään musiikin opettajana. Työn keskiössä on 7. luokan musiikin opetukseen suunniteltu ja luotu opetuskokeilu, musiikin oppimisympäristö, jonka tavoitteena on ollut edistää oppilaiden yrittäjämäistä toimintaa. Oppimisympäristön suunnittelussa on nojauduttu Perusopetuksen opetussuunnitelman perusteet 2004-asiakirjaan, erityisesti sen sisältämään ”Osallistuva kansalaisuus ja yrittäjyys” -aihekokonaisuuteen sekä musiikin opetussuunnitelmaan. Yrittäjämäinen toiminta on yksi yrittäjyyskasvatuksen osa-alue. Tähänastinen yrittäjyyskasvatuksen tutkimus on painottunut ylimmille koulutusasteille. Tässä työssä yrittäjämäinen toiminta määritellään perusopetuksen tehtävän eli kasvun ja oppimisen näkökulmasta, erityisesti musiikin opiskeluun soveltaen. Tutkimus rakentuu kahdesta empiirisestä vaiheesta. Ensimmäisessä vaiheessa selvitetään sisällönanalyysin avulla se, miten Perusopetuksen opetussuunnitelman perusteet 2004 ohjeistaa oppilaiden yrittäjämäistä toimintaa. Tulokset osoittavat, että asiakirja ei tarkenna selkeästi yrittäjämäisiä toimintatapoja. Yrittäjämäinen toiminta näyttäytyy selkeimmin innovatiivisuutena ja päämäärätietoisuutena. Toisessa vaiheessa tutkija-opettaja suunnittelee musiikin oppimisympäristön siten, että se mahdollistaa ja tukee oppilaiden yrittäjämäistä toimintaa. Tehty sovellus kuvataan tarkoin. Opetusjärjestelyjen aikana seurataan oppilaiden yrittäjämäisen toiminnan ilmenemistä. Tutkimuksen toiseen vaiheeseen osallistuivat seitsemännen vuosiluokan yhden oppilasryhmän oppilaat (N = 26). Tutkimusaineistona ovat oppilaiden päiväkirjoihinsa tekemät muistiinpanot, joita oppilaat kirjoittivat jokaisen opiskelutilanteen jälkeen. Litteroitua päiväkirja-aineistoa kertyi 251 sivua. Lisäksi aineistona ovat oppituntien video- ja mp3-tallenteet sekä opettajan tutkijapäiväkirja. Aineisto kerättiin lukuvuonna 2006 – 2007. Musiikin oppimisympäristön toteutus pyrki antamaan mahdollisuuksia yrittäjämäiseen toimintaan niin soitto-, kuuntelu- kuin laulupainotteisessa musiikin opiskelussa. Oppilaille annettiin mahdollisuus valintoihin ja omakohtaisiin päätöksiin erilaisten vaihtoehtojen puitteissa. Jokaiselle oppilaalle muodostui omanlainen musiikin opiskelupolku, jossa he kuvasivat yrittäjämäistä toimintaa opettajan antamien käsitteiden valossa sekä vuorovaikutuksessa toisten kanssa. Keskeisiksi yrittäjämäisiksi työtavoiksi ja ominaisuuksiksi nousivat mm. aloitekyky, itseluottamus, pitkäjänteisyys, yhteistyökyky, epävarmuuden sietäminen ja virheistä oppiminen. Oppilaiden yrittäjämäinen toiminta ilmeni eri tavoin soitto-, kuuntelu- ja laulupainotteisessa opiskelussa. Tulokset osoittavat yrittäjämäisen toiminnan mahdollistuvan opetusjärjestelyillä. Tulokset myös kuvaavat musiikin oppiaineen haasteellisuutta. Yrittäjämäinen toiminta musiikin opiskelussa sai erilaisia piirteitä riippuen siitä, onko oppilas harrastunut, kiinnostunut vai musiikkia harrastamaton. Tutkimuksen avulla voidaan kehittää yrittäjämäisen toiminnan oppimista ja opettamista perusopetuksen käytännöissä, opetussuunnitelmatyössä sekä opettajankoulutuksessa.In this research, the manifestation and support of pupils’ enterprise action in the basic education of the subject of music was studied. The research was a case study where the teacher researched her own work as a music teacher. A teaching experiment that was designed and created for the seventhgraders’ usic education and that was supposed to promote pupils’ enterprise action formed the core of the research. The design of the learning environment was based on the cross-curricular theme of “Participatory citizenship and entrepreneurship” and the curriculum of music education defined in National Core Curriculum for Basic Education 2004. Enterprise action is one of the fields in entrepreneurship education. Until now, research on entrepreneurship education has been focused on upper educational levels. In this research, enterprise action is defined from the point of view of the task of basic education, that is the one of growth and learning, when applied especially in the study of music. The research included two empirical phases. In the first phase, the way National Core Curriculum for Basic Education 2004 guides pupils’ enterprise action is analyzed through content analysis. The results showed that the document does not provide any specific definition of enterprise action. Most clearly, it appears as innovativeness and target-orientedness. In the second phase, the teacher-researcher designed the music learning environment that would enable and support pupils’ enterprise action. The application is carefully described in this report. The manifestation of pupils’ enterprise action was observed during the teaching arrangements. One group of seventh-graders (N=26) participated in the second phase of the research. The research data was comprised of pupils’ diary notes that they were to write after each learning situation. The transcript of the diaries consisted of 251 pages altogether. In addition, video and mp3 recordings of the lessons and the teacher’s research diary were used as research data. The data was collected in the study year of 2006–2007. The realization of the learning environment aimed at providing opportunities for enterprise action both in playing-, listening-, and singing-oriented music education. The pupils were given the possibility to choose and make voluntary decisions within the framework of a variety of options. Every student created their personal learning paths where they described enterprise action in the light of the concepts provided by the teacher and within their mutual interaction. Among others, the most salient enterprise ways of action and features were initiative, self-confidence, perseverance, ability to co-operate, tolerance of uncertainty, and learning through mistakes. The pupils’ enterprise action occurred differently in playing-, listening-, and singing-oriented studying. The results showed that enterprise action can be made possible through teaching arrangements. In addition, the results illustrated the challenging nature of the subject of music. The manifestation of enterprise action in music lessons varied based on whether a pupil was interested in music or not or had music as his or her hobby. This research can be useful when developing the learning and teaching of enterprise action in the practices of basic education, curriculum design, and teacher education

Music lecturers’ professional development through distant coteaching between two universities in Finland.

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Student Teachers’ Guided Autonomous Learning : Challenges and Possibilities in Music Education

Conference: Future Academy Multidisciplinary Conference ICEEPSY / CPSYC / icPSIRS / BE-ci Location: Istanbul, TURKEY Date: OCT 13-17, 2015Peer reviewe

Focus on Participation : What Can We Learn from Student Teachers Participation in Curriculum Design and Implementation? A Case Study

Acknowledgements: During the course of the case study, the authors have benefitted from funding from A School for All - Development of Inclusive Education - project, funded by the EU (Kolarctic ENPI CBC).Peer reviewedPublisher PD

Student teachers’ needs in blended piano studies for clinic style face-to-face guidance

In recent years, technological development has remarkably widened possibilities for students’ autonomous learning. This paper reports the findings of a study based on primary school student teachers’ piano studies as a part of their compulsory music studies in one Finnish university. The student teachers’ piano studies at the university in question, are organized using blended learning possibilities, which enable the students to study autonomously online, but which allows for some individual face-to-face guiding as well. During the academic year 2016-2017, one part of the face-to-face support was offered as a ‘clinic’ by one of the authors who was also the lecturer for groups of about 10 students. These same students studied piano every other week with another author/lecturer who used the community of inquiry as a framework (Enbuska, Tuisku & Hietanen, 2018, in print) to organize the learning for the students. The clinic was conducted in the lecturer’s office for the students who were studying piano playing in small training rooms and who wanted to ask some special questions to clarify their own needs. In present study, the students were asked if they had utilized the clinic and if they found it beneficial besides the other blended learning opportunities. The findings revealed that students found it important to discuss piano playing in the clinic with the lecturer. However, many students wanted the lecturer to come and meet the students and answer their questions while they were training in small groups in the training rooms. The students’ disclosed needs about the content focused on clarifying the music concepts at the beginning of the studies, and clearer connections with the online studying possibilities as well as with pedagogical applications for them as future teachers.Peer reviewe