NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1032257
Record Type: Journal
Publication Date: 2014
Pages: 34
Abstractor: As Provided
Reference Count: 61
ISBN: N/A
ISSN: ISSN-0737-0008
Like Teacher, Like Student? Conceptions of Children from Traditional and Constructive Teachers Regarding the Teaching and Learning of String Instruments
López-Íñiguez, Guadalupe; Pozo, Juan Ignacio
Cognition and Instruction, v32 n3 p219-252 2014
While many studies have considered the association between teachers' and students' conceptions of teaching and learning and classroom practices, few studies have researched the influence of teachers' conceptions on students' conceptions. Our objective was to analyze the influence of music teachers' conceptions on student ideas regarding teaching and learning. We interviewed 30 children with teachers with traditional conceptions of teaching and learning and 30 with teachers with constructive conceptions. Interviews were conducted after children viewed videos of instrument lessons demonstrating direct, interpretative or constructive teaching and learning. A first quantitative analysis (ANOVA) considered the video choice. A second qualitative analysis (lexicometric analysis) was based on video choice explanations. Results showed that students' conceptions corresponded to their teachers' profiles. Student explanations in the constructive group were longer and more elaborate, focusing on learning processes and conditions and student autonomy, whereas the traditional group focused on outcomes and responding to teacher instructions.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A