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 |
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| Language: | English |
| Authors: | Güsewell, Angelika (ORCID |
| Source: | McGill Journal of Education. 2021 56(2-3):245-267. |
| Availability: | McGill Journal of Education. McGill University, 3700 McTavish Street, Montreal, Quebec H3A 1Y2, Canada. Tel: 514-398-4246; Fax: 514-398-4529; Web site: http://mje.mcgill.ca |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Music Education, Music Teachers, Teaching Styles, Teaching Models, Teacher Attitudes, Reflective Teaching, Discourse Analysis |
| ISSN: | 0024-9033 1916-0666 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Access URL: | https://mje.mcgill.ca/article/view/9937 |
| Accession Number: | EJ1382726 |
| Database: | ERIC |
| Abstract: | 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. |
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| ISSN: | 0024-9033 1916-0666 |
