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Tytuł pozycji:

Pre-Service Music Teachers' Understanding of Blended Learning: Implications for Teaching Post COVID-19

Tytuł:
Pre-Service Music Teachers' Understanding of Blended Learning: Implications for Teaching Post COVID-19
Autorzy:
Jenkins, Louise E.
Crawford, Renee
Temat:
Preservice Teachers
Music Teachers
Knowledge Level
Blended Learning
COVID-19
Pandemics
Foreign Countries
Teacher Educators
Outcomes of Education
Język:
English
Źródło:
Australian Journal of Teacher Education. Jul 2021 46(7):86-96.
Dostępność:
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Recenzowane naukowo:
Y
Page Count:
12
Data publikacji:
2021
Typ dokumentu:
Journal Articles
Reports - Research
Education Level:
Higher Education
Postsecondary Education
ISSN:
1835-517X
Abstractor:
As Provided
Data wpisu:
2021
Numer akcesji:
EJ1311354
Czasopismo naukowe
The significant increase in online teaching during the COVID-19 pandemic has created a heightened need for educators to implement teaching methods which do not rely solely on "face-to-face" learning within the same physical space. Blended Learning (BL) is one such approach, allowing for flexibility in the delivery of a class and constant access to unit materials. This paper reports on an investigation, by two Australian Pre-service Teacher (PST) educators, of their students' understanding of BL at the beginning and end of a BL music method unit. Data were collected for three consecutive years with three separate cohorts. Findings indicated that the majority of the participants began the unit with little to no understanding of BL. This improved considerably through direct BL experience, with some exceptions. The implications for the development of flexible and responsive PST education in the current and post pandemic education environment are considered.

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