29 SES 01, Music education
This research deals with the strengthening of work-life cooperation in upper secondary vocational music education leading to basic qualification. The starting point is to examine students’ and professional musicians’ action processes in workshops based on a new kind of cooperation in on-the-job learning and to evaluate their suitability to arranging on-the-job learning (cf. Guile & Griffiths, 2001). The original publications are joined by the framework of sociocultural learning (Lave & Wenger, 1991; Wenger, 1998; 2009).
The purpose of this research is to add understanding about realizing work-life cooperation and learning produced in workshop action in the education of musicians. The pedagogical purpose is to open paths to planning and availing of problem-based learning in on-the-job method which adds to the learner’s involvement (Andreasen & Nielsen, 2013; Illeris, 2011; Prince & Felder, 2006).
Andreasen. L.B. & Nielsen, J.L. (2013). Dimensions of Problem Based Learning – dialogue and online collaboration in projects. Journal of Problem Based Learning in Higher Education, 1: 210–229. Guile, D. & Griffiths, T. (2001). Learning Through Work Experience. Journal of Education and Work 14 (1): 114–131. Illeris, K. (2011). The Fundamentals of Workplace Learning. London: Routledge. Jokinen, J., Lähteenmäki, L. & Nokelainen, P. (2009). Työssäoppimisen lumo. [The Magic of the On-The-Job Learning]. Hämeenlinna: HAMK Julkaisut. Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press. Miles, M.B. & Huberman, A.M. (1994). Qualitative Data Analysis, 2. Thousand Oaks: Sage Publications. Prince, M.J. & Felder, R.M. (2006). Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases. Journal of Engineering Education, 95 (2): 123–138. Schreier, M. (2012). Qualitative Content Analysis in Practice. Thousand Oaks: Sage Publications. Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge: Cambridge University Press. Wenger, E. (2009). A Social Theory of Learning. In K. Illeris (ed.) Contemporary Theories of Learning (pp. 209–218). London: Routledge.
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