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ERIC Number: EJ991124
Record Type: Journal
Publication Date: 2012-Dec-8
Pages: 22
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1529-8094
Learning Posts: A Pedagogical Experiment with Undergraduate Music Education Majors
Countryman, June
International Journal of Education & the Arts, v13 n7 Dec 2012
This article describes the effects of a year-long reflective writing assignment--weekly Learning Posts--designed for students in an undergraduate music education course. I created this assignment to cause students to regularly interrogate the teaching and learning they experience in their own daily lives. This study's research question emerged from critical reflection at the intersection of practice and theory. Does a weekly requirement to describe and interpret a personal learning experience encourage, over time, instances of significant learning (Fink, 2003). My data sources consist of regular entries in my teaching journal monitoring the assignment and post-course interviews conducted with four students. I identify the positive potential of Learning Posts, improvements to enhance their effectiveness and broader issues concerning the reflective writing we assign music education students. The concept of self-authorship confirms the importance of reflective writing for young adults and the notion of threshold concepts contributes a potential framing device. (Contains 3 footnotes.)
International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada