'It's fun, unthreatening and engaging': Professional learning in initial teacher education, BEd Primary
Deakin University, Melbourne, Australia
Professional organisations in Australia are well placed to offer initial teacher education (ITE) students, in-service teachers, and tertiary educators the opportunity to engage in professional learning. This paper explores the importance of building collaborative relations with professional organisations to enhance ITE students' music knowledge, skills and understandings. The study took place at Deakin University's Metropolitan campus in Melbourne. It investigates why people come together to share music making practice, and explores participants experiences and engagement when undertaking professional learning. I draw on questionnaire data from participants and workshop presenters in 2018 and 2019 to inform the findings. Data were analysed using thematic analysis that is reported thematically under two headings, professional sharing and creative music making. The findings show that participation in the workshops offered participants the opportunity to create music soundscapes, build confidence, develop ideas for music teaching, and learn about the importance of professional learning. I argue for the need to work collaboratively with professional organisations when preparing ITE students for the profession. Further research is required in this area that supports professional learning in ITE programs.
[ PDF full text for this article ]
|Author: Dr Dawn Joseph is an Associate Professor in the Faculty of Arts and Education, Deakin University, Melbourne. She teaches in undergraduate and postgraduate programs. Dawn serves on international and national editorial boards of refereed journals. Her research includes teacher education, music education, community music, multicultural music, ageing and well-being in the Arts.|
Please cite as: Joseph, D. (2021). 'It's fun, unthreatening and engaging': Professional learning in initial teacher education, BEd Primary. Issues in Educational Research, 31(2), 537-555. http://www.iier.org.au/iier31/joseph.pdf