Investigating trainee instrumental/vocal teachers’ perceptions of dialogic teaching

An exploratory study

Bibliographic Data

ID22164268
AuthorsJames Poole (University of York, corresponding author), Naomi Norton (0000-0002-8802-8467, University of York)
Year2023
Volume8
Publication date2023-11-20
Open AccessYes
TypeARTICLE
VenueFrontiers in Education (JOURNAL)
Journal identifiersISSN: 2504-284X • E-ISSN: 2504-284X
PublisherFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2023.1272325
OpenAlexW4388973201
LanguageEN
Citations received2
References cited48

This research explores perceptions of dialogic teaching amongst trainee instrumental/vocal teachers enrolled on the MA Music Education: Instrumental and Vocal Teaching programme at the University of York. Thirty students from three different cohorts responded to an online questionnaire. Findings indicate that respondents were aware of a broader range of advantages of using dialogic teaching than disadvantages. Despite this, 59% of respondents reported that they inconsistently use dialogic teaching. Respondents also reported that they learn to use dialogic teaching through observation of fellow teachers, practical teaching experience, and peer-to-peer discussion. Some respondents viewed dialogic teaching primarily as a process of teacher-led questioning, rather than questioning and discussion, which suggests that trainee teachers may benefit from a more in-depth understanding of dialogic teaching within the context of instrumental/vocal lessons. The results of this research are of relevance to teachers, teacher educators, and providers of pedagogical resources

Dialogic · Exploratory research · Mathematics education · Medical education · Pedagogy · Perception · Political science · Sociology · Teaching method · Collaborative Teaching and Inclusion · Diverse Music Education Insights · Medicine · Psychology · Reflective Practices in Education

Tools

Open DOIOpen Access