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BRINGING TO LIGHT A PEDAGOGICAL HERITAGE: AN ERGO-DIDACTIC APPROACH.

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Title: BRINGING TO LIGHT A PEDAGOGICAL HERITAGE: AN ERGO-DIDACTIC APPROACH.
Alternate Title: PORTER LUMIÈRE SUR L'HÉRITAGE PÉDAGOGIQUE: UNE APPROCHE ERGODIDACTIQUE.
Authors: GÜSEWELL, ANGELIKA1 angelika.gusewell@hemu-cl.ch, VIVIEN, RYM2 rym.vivien@hes-so.ch, TERRIEN, PASCAL3 pascal.terrien@univ-amu.fr
Source: McGill Journal of Education. Summer/Fall2021, Vol. 56 Issue 2/3, p245-267. 23p.
Subject Terms: *Music teachers, *Active learning, *Teaching methods, *Teaching models, Instrumental music, Interpersonal confrontation
Abstract (English): This study aimed to provide first responses to the question of whether the pedagogical heritage of an instrumental music teacher, in the present case the great violinist and violin teacher Veda Reynolds, can be reconstructed by analyzing and comparing the discourse of their former students. To address this question, an ergo-didactic approach was used. Two different kinds of interviews (simple and cross self-confrontation) were conducted with six former students of Veda Reynolds and analyzed using the Bucheton and Soulé model of teaching concerns so as to bring to light the pedagogical strategies guiding their present teaching activity. The commonalities identified allow conclusions to be drawn about Veda Reynold's teaching style, and hence her pedagogical heritage. [ABSTRACT FROM AUTHOR]
Abstract (French): Cette étude visait à apporter quelques premières réponses à la question de savoir si l'héritage pédagogique d'un professeur de musique instrumentale, en l'occurrence la grande violoniste et professeure de violon Veda Reynolds, peut être reconstitué en analysant et en comparant le discours de ses anciens élèves. Pour répondre à cette question, une approche ergo-didactique a été mobilisée. Deux types d'entretiens différents (autoconfrontation simple et croisée) ont été menés auprès de six anciens élèves de Veda Reynolds et analysés à l'aide du modèle des préoccupations pédagogiques de Bucheton et Soulé afin de mettre en lumière et de comparer les stratégies pédagogiques guidant leur activité d'enseignement actuelle. Les points communs identifiés ont permis de tirer des conclusions sur le style d'enseignement de Veda Reynolds, et donc sur son héritage pédagogique. [ABSTRACT FROM AUTHOR]
Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: BRINGING TO LIGHT A PEDAGOGICAL HERITAGE: AN ERGO-DIDACTIC APPROACH.
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  Data: PORTER LUMIÈRE SUR L'HÉRITAGE PÉDAGOGIQUE: UNE APPROCHE ERGODIDACTIQUE.
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  Data: <searchLink fieldCode="AR" term="%22GÜSEWELL%2C+ANGELIKA%22">GÜSEWELL, ANGELIKA</searchLink><relatesTo>1</relatesTo><i> angelika.gusewell@hemu-cl.ch</i><br /><searchLink fieldCode="AR" term="%22VIVIEN%2C+RYM%22">VIVIEN, RYM</searchLink><relatesTo>2</relatesTo><i> rym.vivien@hes-so.ch</i><br /><searchLink fieldCode="AR" term="%22TERRIEN%2C+PASCAL%22">TERRIEN, PASCAL</searchLink><relatesTo>3</relatesTo><i> pascal.terrien@univ-amu.fr</i>
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  Data: <searchLink fieldCode="JN" term="%22McGill+Journal+of+Education%22">McGill Journal of Education</searchLink>. Summer/Fall2021, Vol. 56 Issue 2/3, p245-267. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22Music+teachers%22">Music teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+models%22">Teaching models</searchLink><br /><searchLink fieldCode="DE" term="%22Instrumental+music%22">Instrumental music</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+confrontation%22">Interpersonal confrontation</searchLink>
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: This study aimed to provide first responses to the question of whether the pedagogical heritage of an instrumental music teacher, in the present case the great violinist and violin teacher Veda Reynolds, can be reconstructed by analyzing and comparing the discourse of their former students. To address this question, an ergo-didactic approach was used. Two different kinds of interviews (simple and cross self-confrontation) were conducted with six former students of Veda Reynolds and analyzed using the Bucheton and Soulé model of teaching concerns so as to bring to light the pedagogical strategies guiding their present teaching activity. The commonalities identified allow conclusions to be drawn about Veda Reynold's teaching style, and hence her pedagogical heritage. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (French)
  Group: Ab
  Data: Cette étude visait à apporter quelques premières réponses à la question de savoir si l'héritage pédagogique d'un professeur de musique instrumentale, en l'occurrence la grande violoniste et professeure de violon Veda Reynolds, peut être reconstitué en analysant et en comparant le discours de ses anciens élèves. Pour répondre à cette question, une approche ergo-didactique a été mobilisée. Deux types d'entretiens différents (autoconfrontation simple et croisée) ont été menés auprès de six anciens élèves de Veda Reynolds et analysés à l'aide du modèle des préoccupations pédagogiques de Bucheton et Soulé afin de mettre en lumière et de comparer les stratégies pédagogiques guidant leur activité d'enseignement actuelle. Les points communs identifiés ont permis de tirer des conclusions sur le style d'enseignement de Veda Reynolds, et donc sur son héritage pédagogique. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=160930327
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      – SubjectFull: Active learning
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      – SubjectFull: Teaching methods
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      – SubjectFull: Teaching models
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      – SubjectFull: Instrumental music
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      – SubjectFull: Interpersonal confrontation
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      – TitleFull: BRINGING TO LIGHT A PEDAGOGICAL HERITAGE: AN ERGO-DIDACTIC APPROACH.
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              Text: Summer/Fall2021
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