Problem-framing behaviours of an instrumental music teacher in studio and large group contexts
Krips, Ian Wayne
The focus of this case study was on the problem-framing activities of one teacher within two teaching contexts – large group and studio. This study was grounded in Schön’s research on reflective practice and sought to answer the following research questions: 1. What are the teacher’s problem-setting behaviours in the studio and large class context? As the teacher resets problems; (a) what “frame-experiments” are carried out by the teacher in each context? (b) Are these experiments similar or different? (c) How do these “frame-experiments” change with each iteration? 2. What type of teacher feedback is given to students in each of these contexts? 3. What tacit teacher understandings are at work in each context? 4. What are the similarities and differences in assessment techniques used in a studio and large group context? Interpretation of the data revealed several differences in how one teacher framed problems in the studio and classroom contexts. Findings from the data suggest ways that teaching strategies commonly employed in studio teaching might be applied to classroom music teaching.
DegreeMaster of Education (M.Ed.)
CommitteeMcVittie, Janet; Langner, Gerald; Gambell, Trevor; Aikenhead, Glen
Copyright DateMarch 2005