Page 38 - Glasbenopedagoški zbornik Akademije za glasbo, letnik 16, zvezek 33 ◆ The Journal of Music Education of the Academy of Music in Ljubljana, year 16, issue 33
P. 38
sbenopedagoški zbornik ◆ letnik 16 ◆ številka 33 Literatura
Blackwell, J. (2016). Research in action: Evidence-based strategies to improve
one-to-one teaching. Journal of Reserach in Music Performance, 25−35.
Conway, C. (2015). Beginning music teacher mentor practices: Reflection
on the past and suggestions to the future. Journal of Music Teacher
Education, 24(2), 88−102.
Cvetek, S. (2006). Model pedagoške prakse v programih za izobraževanje
učiteljev. V C. Peklaj (ur.), Teorija in praksa v izobraževanju učiteljev (str.
137−148.) Center za pedagoško izobraževanje Filozofske fakultete.
Čagran, B., Cvetek, S., in Otič, M. (2006) Vloga pedagoške prakse v
programih za izobraževanje učiteljev. V C. Peklaj (ur.), Teorija in
praksa v izobraževanju učiteljev (str. 121−136). Center za pedagoško
izobraževanje Filozofske fakultete.
Elaborat o studijskem programu. B. l. Sveučilište u Zagrebu, Muzička
akademija. http://www.muza.unizg.hr/wp-content/uploads/2016/06/
STUDIJ%20ZA%20INSTRUMENTALISTE%20-%20
DETALJAN%20OPIS%20PREDMETA%20KOJI%20SE%20
IZVODE%20NA%20STUDIJSKOM%20PROGRAMU.pdf
Elgersma, K. (2012). Firts year teacher of first year teachers: A reflection on
tacher training in the field of piano pedagogy. Internation Journal of
Music Education, 30(4), 409−424.
Fallin, J., in Royse, D. (2000). Student teaching: The keystone experience.
Music Educators Journal, 87(3), 19−22.
Gaunt, H., Creech, A., Long, M., and Hallam, S. (2012). Supporting
conservatoire students towards professional integration: One-to-one
tution and the potential of mentoring. Music Education Research, 14(1),
25−43.
Glazer, C., Abbott, L., in Harris, J. (2004). A teacher-developed process for
collaborative professional reflection. Reflective Practice, 5(1), 33−46.
Haddon, E. (2009). Instrumental and vocal teaching: How do music student
learn to teach? British Journal of Music Education, 26(1), 57−70.
Jørgensen, H. (2000). Student learning in higher instrumental education:
Who is responsible? British Journal of Music Education, 17(1), 67–77.
Juntunen, M.-L. (2014). Teacher educators‘ visions of pedagogical training
within instrumental higher music education – A case in Finland. British
Journal of Music Education, 31(2), 157−177.
Juriševič, M., Lipec Stopar, M., Magajna, Z., in Krajnčan, M. (2007). Model
praktično-pedagoškega usposabljanja v prenovi študijskih programov
Pedagoške fakultete UL. V T. Devjak in P. Zgaga (ur.), Prispevki k
posodobitvi pedagoških študijskih programov II (str. 154−163). Pedagoška
fakulteta.
38
Blackwell, J. (2016). Research in action: Evidence-based strategies to improve
one-to-one teaching. Journal of Reserach in Music Performance, 25−35.
Conway, C. (2015). Beginning music teacher mentor practices: Reflection
on the past and suggestions to the future. Journal of Music Teacher
Education, 24(2), 88−102.
Cvetek, S. (2006). Model pedagoške prakse v programih za izobraževanje
učiteljev. V C. Peklaj (ur.), Teorija in praksa v izobraževanju učiteljev (str.
137−148.) Center za pedagoško izobraževanje Filozofske fakultete.
Čagran, B., Cvetek, S., in Otič, M. (2006) Vloga pedagoške prakse v
programih za izobraževanje učiteljev. V C. Peklaj (ur.), Teorija in
praksa v izobraževanju učiteljev (str. 121−136). Center za pedagoško
izobraževanje Filozofske fakultete.
Elaborat o studijskem programu. B. l. Sveučilište u Zagrebu, Muzička
akademija. http://www.muza.unizg.hr/wp-content/uploads/2016/06/
STUDIJ%20ZA%20INSTRUMENTALISTE%20-%20
DETALJAN%20OPIS%20PREDMETA%20KOJI%20SE%20
IZVODE%20NA%20STUDIJSKOM%20PROGRAMU.pdf
Elgersma, K. (2012). Firts year teacher of first year teachers: A reflection on
tacher training in the field of piano pedagogy. Internation Journal of
Music Education, 30(4), 409−424.
Fallin, J., in Royse, D. (2000). Student teaching: The keystone experience.
Music Educators Journal, 87(3), 19−22.
Gaunt, H., Creech, A., Long, M., and Hallam, S. (2012). Supporting
conservatoire students towards professional integration: One-to-one
tution and the potential of mentoring. Music Education Research, 14(1),
25−43.
Glazer, C., Abbott, L., in Harris, J. (2004). A teacher-developed process for
collaborative professional reflection. Reflective Practice, 5(1), 33−46.
Haddon, E. (2009). Instrumental and vocal teaching: How do music student
learn to teach? British Journal of Music Education, 26(1), 57−70.
Jørgensen, H. (2000). Student learning in higher instrumental education:
Who is responsible? British Journal of Music Education, 17(1), 67–77.
Juntunen, M.-L. (2014). Teacher educators‘ visions of pedagogical training
within instrumental higher music education – A case in Finland. British
Journal of Music Education, 31(2), 157−177.
Juriševič, M., Lipec Stopar, M., Magajna, Z., in Krajnčan, M. (2007). Model
praktično-pedagoškega usposabljanja v prenovi študijskih programov
Pedagoške fakultete UL. V T. Devjak in P. Zgaga (ur.), Prispevki k
posodobitvi pedagoških študijskih programov II (str. 154−163). Pedagoška
fakulteta.
38
