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Article
Publication date: 1 April 2003

Gobinda Chowdhury

245

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The Electronic Library, vol. 21 no. 2
Type: Research Article
ISSN: 0264-0473

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Article
Publication date: 1 June 2005

Philip Calvert

103

Abstract

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Online Information Review, vol. 29 no. 3
Type: Research Article
ISSN: 1468-4527

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Article
Publication date: 1 December 2005

Mary A. Burke

176

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Program, vol. 39 no. 4
Type: Research Article
ISSN: 0033-0337

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Article
Publication date: 1 October 2002

Philip Calvert

108

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Online Information Review, vol. 26 no. 5
Type: Research Article
ISSN: 1468-4527

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Book part
Publication date: 26 November 2016

Karin Klenke

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Qualitative Research in the Study of Leadership
Type: Book
ISBN: 978-1-78560-651-9

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Book part
Publication date: 23 November 2018

Tara Brabazon, Steve Redhead and Runyararo S. Chivaura

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Trump Studies
Type: Book
ISBN: 978-1-78769-779-9

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Book part
Publication date: 8 June 2020

Rupert Ward

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Personalised Learning for the Learning Person
Type: Book
ISBN: 978-1-78973-147-7

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Book part
Publication date: 30 September 2021

Mike O'Donnell

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Crises and Popular Dissent
Type: Book
ISBN: 978-1-80043-362-5

Open Access
Article
Publication date: 25 July 2019

Hubert Gruber

The purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for teaching…

2849

Abstract

Purpose

The purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for teaching and learning in higher education, especially for primary and secondary teacher education students.

Design/methodology/approach

For the first time under the topic “Lesson Study: Music in Dialogue,” corresponding study programs were prepared at the University College of Teacher Education, Lower Austria. The data material from which answers to research questions can be generated are the “Didactic Design Pattern” and classical research lesson planning, observation and discussion instruments. Moreover, discussion protocols of the reflection meetings offered insights the participants gained through sharing their experience of a series of lesson study cycles including focussed collaboration between mentors, teachers, teacher education students and primary school pupils.

Findings

Within the lesson study groups, the space for cooperation and dialogue widened considerably and the interest in the work and expertise of each other increased. Based on the principles of a “community of practice,” this study shows the positive effects of professional collaboration on primary and secondary teacher education students and a lasting impact on their pupils’ learning. Thereby, the dialogical principle was found to play a central and important role. In connection with music- and art-related processes, previous limitations in teaching and learning with music can be exceeded for pupils, teacher education students and teachers.

Research limitations/implications

This study, therefore, provides new insights into questions of organization and implementation, as well as scientific and didactic support in professional learning communities.

Originality/value

So far, there has been little practitioner research through lesson study in the field of music education. In particular, lesson study enhancing the cooperation between music education and other subject areas through dialogical-integrative work has brought about knowledge and insights of great importance for the further development of an appropriate didactic approach in dialogic music education.

Details

International Journal for Lesson and Learning Studies, vol. 8 no. 4
Type: Research Article
ISSN: 2046-8253

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Book part
Publication date: 28 January 2003

Abstract

Details

Progress in Psychobiology and Physiological Psychology
Type: Book
ISBN: 978-0-12-542118-8

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