1,721,012 research outputs found
Effective Music Teachers and Effective Music Teaching Today: A Systematic Review
Full text link(1) Background: This systematic review focuses on identifying the main features of effective music teachers and teaching recently examined in the educational and psychological literature. It aims to identify how recent studies have discussed the promotion of effectiveness in the context of both preservice and in-service music teachers. (2) Methods: A search in the main scientific databases for educational research (Eric, Science Direct, WWS, Web of Science, JSTOR) was conducted using keywords associated with the topics of effective teachers and teaching in the field of music instruction. In the end, thirty-six papers were identified and analyzed. (3) Results: The main themes were related to various dimensions of music teaching and teachers: teachers’ personal characteristics (self-esteem, resilience, etc.) and personality traits; professional skills; cognitive and psychological aspects of teachers’ professional identity (self-efficacy, professional motivation, beliefs regarding teaching and learning music, etc.); training experiences (pre- and in-service); social competence and the interpersonal relationship between the teacher and the students. (4) Conclusions: These dimensions seem interrelated and contribute to simultaneously define the effective music teacher and effective teaching in music. Specific attention should be paid to the impact of learning contexts on teachers’ activities, leading to a contextualized definition of effective music teachers
COMPOSITION PEDAGOGY IN ITALIAN SCHOOLS: A model for teaching music composition through processes
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Music teachers’ professional development: assessing a three-year collaborative online course
No full textThe study examines the professional development of in-service advanced music teachers as a result of their participation in a three-year collaborative online course. A socio-constructivist theoretical framework was used for designing and implementing the course. Participants were 24 teachers (22 teaching instrumental music and 2 vocal music) enrolled in blended collaborative learning activities. A mixed research method was adopted for assessing the impact of the course on teachers’ attitudes and skills, including quantitative data (a close ended questionnaire about the quality of the online activities) and qualitative information (focus groups and interviews). Focus groups were conducted with teachers for collecting their satisfaction and perceived professional enhancement. School principals were interviewed to investigate perceived changes of teachers’ behaviours in their music schools. The findings highlighted the impact of the course for improving music teachers’ professional skills. Attending the course was an opportunity to discuss student-centred didactic principles, teaching methods, and practices in music education. Participants reported the development of a metacognitive attitude, a reflective teaching approach and a goal-oriented method to curriculum planning. The key factors that contributed to the effectiveness of the course as well as implications for designing professional learning activities for music teachers are also discussed
Venezia e Istanbul. Incontri, confronti e scambi,
No full textprogetto scientifico e curatela E. Concina con la collaboorazione di E. Molteni e A. Davi
Sviluppo professionale dei docenti universitari: un’esperienza in un progetto internazionale
No full textSocial sustainability and professional development: Assessing a training course on intercultural education for in-service teachers
Full text linkBackground: World-wide migration is one of the most important issues of the 21st century. One crucial problem that has arisen as a result of mass migration is how school teachers are taught to use methods and tools that both support intercultural education and the promotion of inclusion as a core pedagogical construct. For these reasons, it is unsurprising that there is an increased need for studies within the field of social sustainability that consider the effects of professional development for teachers. Methods: The current paper presents the assessment of a professional development training course on intercultural education addressed to Italian primary and middle school teachers. The course was framed within a sociocultural approach and had a learner-centered focus. The research methodology used within our research involved a qualitative method to assess the effects of the training course activities. The perceived professional development was analyzed through the administration of an open question survey addressed to the teachers that attended the training course. Results: The qualitative analysis revealed the following themes: Teachers' attitudes, teaching methods and instruments, community of practice, positive features of the course, course weaknesses, and suggestions for improvement. The results of this analysis showed that the training course was an occasion for teachers to discuss different pedagogical approaches, teaching strategies, and practices in intercultural education. Conclusion: The findings suggest that the activities created an environment for teachers to reflect upon their teaching approaches and practices. Our research shows that professional development interventions of this kind may help to improve intercultural pedagogical abilities among primary and middle school teachers
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
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