Student teachers’ and teacher educators’ pedagogical reflections on piano courses in Finnish primary school teacher education.
Reflection is a key component in teachers' educational programs. As teachers transfer human values through the subject(s) they teach, their pedagogical thinking plays an essential role in decision-making. As part of the Arctic Reformative and Exploratory Teaching Profession (ArkTOP) project (Fi...
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ftunivhelsihelda:oai:helda.helsinki.fi:10138/568319 2024-02-11T09:59:45+01:00 Student teachers’ and teacher educators’ pedagogical reflections on piano courses in Finnish primary school teacher education. Sepp, Anu Ruismäki, Heikki HIetanen, Lenita Department of Education Kasvatus, opetus ja opettajankoulutus 2023-12-12T09:56:03Z 17 application/pdf http://hdl.handle.net/10138/568319 eng eng Sage 10.1177/1321103X221076997 The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The present study was a part of the ArkTOP project (Arctic Reformative and Exploratory Teaching Profession), funded by the Finnish Ministry of Education and Culture and coordinated by the University of Lapland. Sepp , A , Ruismäki , H & HIetanen , L 2023 , ' Student teachers’ and teacher educators’ pedagogical reflections on piano courses in Finnish primary school teacher education. ' , Research Studies in Music Education , vol. 45 , no. 1 , pp. 20-36 . https://doi.org/10.1177/1321103X221076997 ORCID: /0000-0001-6528-8007/work/150700318 ORCID: /0000-0003-4277-0401/work/150769017 6e2f4c0d-10fd-4b6f-a8c9-753c663a68e9 http://hdl.handle.net/10138/568319 000776673900001 cc_by openAccess info:eu-repo/semantics/openAccess Finnish primary school teacher education MUSIC PROFESSIONAL-DEVELOPMENT levels of pedagogical thinking piano studies reflection 516 Educational sciences Article publishedVersion 2023 ftunivhelsihelda 2024-01-25T00:01:25Z Reflection is a key component in teachers' educational programs. As teachers transfer human values through the subject(s) they teach, their pedagogical thinking plays an essential role in decision-making. As part of the Arctic Reformative and Exploratory Teaching Profession (ArkTOP) project (Finland), this case study examines the potential for developing pedagogical thinking in the education of primary school teachers. The aim of this study was to identify the levels of pedagogical thinking in students and educators through studying their reflections on piano courses. The results indicated that student teachers reflected on an action level rather than upon metatheory. Teacher educators shared reflections from both an object theory and metatheory level, while the student teachers' reflections were focused on their individual skills when making music. Thus, teacher educators should offer student teachers more guidance on how to reflect upon their activities and provide argumentation for their possible pedagogical decisions. Peer reviewed Article in Journal/Newspaper Arctic Arctic HELDA – University of Helsinki Open Repository Arctic |
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Open Polar |
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HELDA – University of Helsinki Open Repository |
op_collection_id |
ftunivhelsihelda |
language |
English |
topic |
Finnish primary school teacher education MUSIC PROFESSIONAL-DEVELOPMENT levels of pedagogical thinking piano studies reflection 516 Educational sciences |
spellingShingle |
Finnish primary school teacher education MUSIC PROFESSIONAL-DEVELOPMENT levels of pedagogical thinking piano studies reflection 516 Educational sciences Sepp, Anu Ruismäki, Heikki HIetanen, Lenita Student teachers’ and teacher educators’ pedagogical reflections on piano courses in Finnish primary school teacher education. |
topic_facet |
Finnish primary school teacher education MUSIC PROFESSIONAL-DEVELOPMENT levels of pedagogical thinking piano studies reflection 516 Educational sciences |
description |
Reflection is a key component in teachers' educational programs. As teachers transfer human values through the subject(s) they teach, their pedagogical thinking plays an essential role in decision-making. As part of the Arctic Reformative and Exploratory Teaching Profession (ArkTOP) project (Finland), this case study examines the potential for developing pedagogical thinking in the education of primary school teachers. The aim of this study was to identify the levels of pedagogical thinking in students and educators through studying their reflections on piano courses. The results indicated that student teachers reflected on an action level rather than upon metatheory. Teacher educators shared reflections from both an object theory and metatheory level, while the student teachers' reflections were focused on their individual skills when making music. Thus, teacher educators should offer student teachers more guidance on how to reflect upon their activities and provide argumentation for their possible pedagogical decisions. Peer reviewed |
author2 |
Department of Education Kasvatus, opetus ja opettajankoulutus |
format |
Article in Journal/Newspaper |
author |
Sepp, Anu Ruismäki, Heikki HIetanen, Lenita |
author_facet |
Sepp, Anu Ruismäki, Heikki HIetanen, Lenita |
author_sort |
Sepp, Anu |
title |
Student teachers’ and teacher educators’ pedagogical reflections on piano courses in Finnish primary school teacher education. |
title_short |
Student teachers’ and teacher educators’ pedagogical reflections on piano courses in Finnish primary school teacher education. |
title_full |
Student teachers’ and teacher educators’ pedagogical reflections on piano courses in Finnish primary school teacher education. |
title_fullStr |
Student teachers’ and teacher educators’ pedagogical reflections on piano courses in Finnish primary school teacher education. |
title_full_unstemmed |
Student teachers’ and teacher educators’ pedagogical reflections on piano courses in Finnish primary school teacher education. |
title_sort |
student teachers’ and teacher educators’ pedagogical reflections on piano courses in finnish primary school teacher education. |
publisher |
Sage |
publishDate |
2023 |
url |
http://hdl.handle.net/10138/568319 |
geographic |
Arctic |
geographic_facet |
Arctic |
genre |
Arctic Arctic |
genre_facet |
Arctic Arctic |
op_relation |
10.1177/1321103X221076997 The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The present study was a part of the ArkTOP project (Arctic Reformative and Exploratory Teaching Profession), funded by the Finnish Ministry of Education and Culture and coordinated by the University of Lapland. Sepp , A , Ruismäki , H & HIetanen , L 2023 , ' Student teachers’ and teacher educators’ pedagogical reflections on piano courses in Finnish primary school teacher education. ' , Research Studies in Music Education , vol. 45 , no. 1 , pp. 20-36 . https://doi.org/10.1177/1321103X221076997 ORCID: /0000-0001-6528-8007/work/150700318 ORCID: /0000-0003-4277-0401/work/150769017 6e2f4c0d-10fd-4b6f-a8c9-753c663a68e9 http://hdl.handle.net/10138/568319 000776673900001 |
op_rights |
cc_by openAccess info:eu-repo/semantics/openAccess |
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1790595515723808768 |