Empowering Preservice Music Teachers Through the Dialogue-Centered Methods Class

Abstract

The front-loaded lecture can be a dangerous thing. It creates passivity among students and disengages them in the teaching learning process. Many teachers believe frontal lecturing to be the most efficient way to deliver content—the path of least resistance. Unfortunately, these teachers do not view course content as an inquiry; rather they see content as an established body of knowledge solely possessed by the teacher. In contrast, arguably some of the greatest educational thinkers of our time view the classroom and course content quite differently. As well, understandings developed through learning theory and best practice related research also are at odds with this traditional model. Through the use of problem-posing, student-led debates, small group cooperative learning projects, journaling, field experiences, peer teachings, and portfolio assessment, a methods class can be transformed into an empowering vehicle for student learning as well as help students foster a greater sense of ownership in their future profession.

Keywords

effective teaching learner centered music teacher preparation preservice teachers undergraduate

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