Abstract
Integrated approaches are widely seen in generalist primary school teachers’ practices, since they are expected to teach all curricular subjects, including music. This multiple-case study investigates how 18 pairs of student teachers designed and implemented integrated music education experiences in their pedagogical approaches in primary school. The task was developed by pre-service generalist teachers enrolled in professional teacher master´s education programs in Portugal attending preparation in teaching methods articulated with supervised teaching in primary schools. The main task included decisions regarding the planning and delivery of content and pedagogical strategies for supporting 6 to 8-year-old pupils in knowing, exploring, and understanding holistically the content associated with successful ocean literacy. The options and approaches planned and developed by prospective teachers were supported by their cooperating school teachers and university teachers during a semester. The data collected includes 18 critical reports developed by pairs of student teachers with lesson plans, reflective pieces, and evidence of their pupils’ learning. Understanding how music subject was integrated into student teachers’ practices was based on the content analysis of their reports within Russell-Bowie’s (2009) models or levels of integration (service connections, symmetrical correlations, and integration). Results include the sharing of teacher practice with examples of music integration pedagogy in primary schools, the discussion of prospective pre-service teachers and their pupils’ learning as well as insights on the relationships between those and the pedagogies of teacher education.
Presenters
Sandrina MilhanoAssociate Professor, Education and Social Science School, Polytechnic of Leiria, CI&DEI - Centre for Studies in Education and Innovation, Leiria, Portugal
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
MUSIC INTEGRATION, TEACHER EDUCATION, TEACHER PRACTICE
