ERIC Number: EJ1412804
Record Type: Journal
Publication Date: 2024
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0255-7614
EISSN: EISSN-1744-795X
Stimulating Music Educator Worldview Change through a Pedagogy of Provocation, Critical Thinking and Peer-Review
James Henry Byrne Humberstone; Catherine Zhao; Danny Liu; Mary Elizabeth
International Journal of Music Education, v42 n1 p47-67 2024
Contemporary literature suggests that music education is stuck in a cycle of cultural reproduction in which music teachers and curriculum writers value Western art music more than culturally-diverse and modern, technology-saturated music's, and train the next generation to hold similar views. A MOOC (Massive Open Online Course) was developed to challenge music teachers' worldviews and to develop critical thinking about the field. In this mixed-methods study, we analysed 18 months of qualitative and quantitative data provided by the more than 1,600 course participants in response to paedagogical "provocations" to assess whether it was successful in prompting critical thinking and worldview change. We used three methods to interrogate three distinct datasets: basic content analysis of participants' publicly written reflections, statistical analysis of peer marking and context-network maps of peer comments. Between-methods triangulation crystallised our findings. We find that through required peer-review of public postings, an online community of practice formed, that it encouraged teachers to engage deeply with new ideas, and engage in Critical Thinking. We find that those who had a disposition towards critical thinking in the early assessments responded most positively to the pedagogy of provocation and were consistently prepared to question their own worldview and practice.
Descriptors: Music Education, Music Teachers, Teacher Attitudes, World Views, Critical Thinking, Peer Evaluation, MOOCs, Attitude Change, Intervention, Transformative Learning, Professional Identity, Teacher Evaluation, Reflective Teaching, Electronic Journals
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A