Teacher beliefs about student agency in whole-class playing
Abstract
This study explores music teachers’ beliefs of student agency in whole-class playing and investigates what characterises student agency through teachers’ values, actions and observations within this unique multimodal and -dimensional learning environment. Our abductive analysis of 11 interviews reveals that the role of teacher support is significant in enacting students’ agency. This study provides insights into student agency through the eyes and actions of teachers within the context of whole-class playing and suggests that the enactment of different aspects of student agency is an essential feature necessary for whole-class playing to succeed.
Main Authors
Format
Articles
Research article
Published
2022
Series
Subjects
Publication in research information system
Publisher
Taylor & Francis
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-202208174175Käytä tätä linkitykseen.
Review status
Peer reviewed
ISSN
1461-3808
DOI
https://doi.org/10.1080/14613808.2022.2098264
Language
English
Published in
Music Education Research
Citation
- Stolp, E., Moate, J., Saarikallio, S., Pakarinen, E., & Lerkkanen, M.-K. (2022). Teacher beliefs about student agency in whole-class playing. Music Education Research, 24(4), 467-481. https://doi.org/10.1080/14613808.2022.2098264
License
Copyright© The Author(s), 2022.