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Learning trajectories and reflection-in-practice through teaching

Nielsen, Klaus (2008) Learning trajectories and reflection-in-practice through teaching. Reflective Practice 9 (4), pp. 485-495. ISSN 1462-3943.

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Official URL: http://dx.doi.org/10.1080/14623940802431754

Abstract

The paper outlines the results of an interview study about how music students at the Academy of Music in Denmark learn about their own music performance through working as music teachers, both at the Academy of Music and in their spare time. Most of the music students in the study described their work as music teachers as educational in many different respects with regard to their own music performance. Based on the work of Schoumln and Lave and Wenger, it is argued that students learn important aspects of the profession by working as teachers while still undertaking their own education and training. This learning process is closely related to the students' learning by being the teacher responsible for the lessons and by relating to aspects of playing music which previously they had found self-evident. By teaching others, they eradicated professional 'blind spots' and reflected on professional tunnel vision.

Item Type: Article
Keyword(s) / Subject(s): learning trajectory, teaching, reflection-in-practice, identity, situated learning, music education
School or Research Centre: Birkbeck Schools and Research Centres > School of Business, Economics & Informatics > Management
Depositing User: Administrator
Date Deposited: 08 Feb 2011 09:21
Last Modified: 06 Sep 2013 10:37
URI: http://eprints.bbk.ac.uk/id/eprint/2072

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