View in EDS

Problem-based learning (PBL) in music teacher education.

Saved in:
Bibliographic Details
Title: Problem-based learning (PBL) in music teacher education.
Authors: da Fonsêca Barros, Matheus Henrique1 matheus.barros@ifsertao-pe.edu.br, Penna, Maura2
Source: International Journal of Music Education. Nov2023, Vol. 41 Issue 4, p585-597. 13p.
Subject Terms: *Education of music teachers, *Problem-based learning, *Music education, *Learner autonomy, Professional identity
Abstract: This article analyzes the implementation of problem-based learning (PBL) in music teacher education. A qualitative action-research took place at the Instituto Federal de Educação, Ciência e Tecnologia (IF), in Northeast Brazil, including Music Education students and selected staff. The pedagogical intervention was carried out by in-class activities based on five suggested problems. The interpretation of the data indicates that PBL can enrich the education process of the music teacher by bringing the formative stage closer to the practical world, through problems that present real-life situations in teaching elementary, middle, and high school levels. The effectiveness of its implementation depends on institutional, curricular, and cultural factors as well as the knowledge of PBL frameworks. PBL's dynamics reconfigures the teacher/student relationship, promotes the development of learning autonomy and the recognition of a music teacher identity. It also fosters group-work skills that stimulate cooperation and mutual analysis, in addition to encouraging reflective professional practices. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Music Education is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:This article analyzes the implementation of problem-based learning (PBL) in music teacher education. A qualitative action-research took place at the Instituto Federal de Educação, Ciência e Tecnologia (IF), in Northeast Brazil, including Music Education students and selected staff. The pedagogical intervention was carried out by in-class activities based on five suggested problems. The interpretation of the data indicates that PBL can enrich the education process of the music teacher by bringing the formative stage closer to the practical world, through problems that present real-life situations in teaching elementary, middle, and high school levels. The effectiveness of its implementation depends on institutional, curricular, and cultural factors as well as the knowledge of PBL frameworks. PBL's dynamics reconfigures the teacher/student relationship, promotes the development of learning autonomy and the recognition of a music teacher identity. It also fosters group-work skills that stimulate cooperation and mutual analysis, in addition to encouraging reflective professional practices. [ABSTRACT FROM AUTHOR]
ISSN:02557614
DOI:10.1177/02557614221130526