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Abstract

This article presents an action research study into how trainee music teachers in England use a structured discussion process called ‘Collegial Consultation’ to learn about teaching. The research shows that, in Collegial Consultation, trainees learn from each other by offering several solutions to a problem, offering reasons for their ideas, trying to understand other people’s ideas, signalling agreements with each other, disagreeing and building on each other’s ideas. The article argues that the structure of Collegial Consultation promotes an ethos of equality that supports high-quality educational discussion, allowing trainee teachers to think together about teaching music within the classroom.

Comment les professeurs de musique en formation apprennent-ils l’enseignement en se parlant : une étude recherche-action

Cet article présente une étude recherche-action sur la manière dont les enseignants en musique en Angleterre se servent d’un processus de discussion structurée appelée ‘Consultation Collégiale’ pour apprendre comment enseigner. Les recherches montrent que, dans le cadre de la Consultation Collégiale, les apprentis se soutiennent en proposant plusieurs solutions à un problème, en expliquant leurs idées, en essayant de comprendre les idées d’autrui, en signalant des accords et désaccords idéologiques entre eux, et en bâtissant un cadre intellectuel sur les idées de leurs collègues. Il est démontré que la structure de la Consultation Collégiale promeut un ethos d’égalité qui permet une discussion sur l’enseignement de haute qualité, autorisant les professeurs de musique en formation à réfléchir ensemble à l'enseignement de la musique au lycée.

Wie in Ausbildung stehende Musiklehrer in gemeinsamem Gespräch das Unterrichten lernen. Eine Aktionsforschungsstudie

Dieser Artikel berichtet über eine Aktionfurschungsstudie wie in Ausbildung stehende Musiklehrer in England einen stukturierten Gesprächsablauf, genannt ‘Collegial Consultation’ benützen um zu lernen, wie man Unterrichtet. Die Forschungsstudie zeigt auf, wie die Lernenden in der ‘Collegial Consultation’ voneinander lernen, in dem sie sich verschiedene Lösungen zu einem Problem aufzeigen, ihre Ideen begründen, versuchen anderer Leute Ideen zu verstehen, gegen- seitiges Einverständnis zu signalisieren aber auch andere Meinungen zu vertreten und auf den Ideen anderer aufzubauen. Der Artikel vertritt die Auffassung, dass das Aufbauen einer ‘Collegial Consultation’ ein Ethos von Gleichwertigkeit fördert, das Unterstützung für hochqualifizierte Unterrichtsdiskussion bietet, und den auszubildenden Lehrern ermöglicht, gemeinsam über Musikuntericht in der Sekundarstufe nachzudenken.

Cómo aprenden sobre la enseñanza los profesores de música en formación hablando entre ellos: Un proyecto de investigación-acción

Este artículo presenta un proyecto de investigación-acción acerca de cómo los profesores de música en formación en Inglaterra usan un proceso de conversación estructurado, denominado ‘consulta colegial’, para aprender sobre la enseñanza. La investigación muestra que a través de la consulta colegial los estudiantes aprenden los unos de los otros ofreciendo diversas soluciones a un problema, tratando de entender las ideas de los demás, haciendo acuerdos entre ellos, discrep- ando y apoyándose en las ideas de los demás. Este artículo sostiene que la estructura de la consulta colegial promueve un espíritu de igualdad que apoya debates educativos de alta calidad, permi- tiendo a los profesores en formación pensar juntos sobre la enseñanza de la música dentro del aula de educación secundaria.

Keywords

action research collegial consultation initial teacher education

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How trainee music teachers learn about teaching by talking to each other: An action research study

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