Page 40 - 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. 40
sbenopedagoški zbornik ◆ letnik 16 ◆ številka 33 Sink, P. E. (2002). Behavioral research on direct music instruction. V R.
Colwell and C. Richardson (ur.), The new handbook of research on music
teaching and learning: A project of the music educators national conference
(str. 315−326). Oxford University Press.
Teachout, D. (1997). Preservice and experienced teachers‘ opinions of skills
and behaviors important to successful music teaching. Journal of
Research in Music Education, 45(1), 41−50.
Tsang, A. K. L. (2011). Online reflective group discussion – Connecting
first year undergraduate students with their year peers. Journal of the
Scholarship of Teching and Learning, 11(3), 58−74.
Učni načrt: pedagoška praksa 1. Magistrski študijski program 2. stopnje
Instrumentalna in pevska pedagogika. (2004). UL Akademija za glasbo.
https://www.ag.uni-lj.si/e_files/vsebina/UN_IPP_II_17_18.pdf
Učni načrt: pedagoška praksa 2. Magistrski študijski program 2. stopnje
Instrumentalna in pevska pedagogika. (2004). UL Akademija za glasbo,
https://www.ag.uni-lj.si/e_files/vsebina/UN_IPP_II_17_18.pdf
Yourn, B. R., (2000). Learning to teach: Perspectives from beginning music
teachers. Music Education Research, 2(2), 181−192.
Zakon o visokem šolstvu. (2012). Uradni list Republike Slovenije, (32).
https://www.uradni-list.si/glasilo-uradni-list-rs/vsebina/2012-01-
1406?sop=2012-01-1406
Summary
UDC 37.013:025,178
High quality practical teaching experience and pedagogical competences, gained dur-
ing the course of the student`s education, have been shown to have crucial impact on
professional development of prospective winds professors. In addition, they contribute
to creativity and motivation of the professor, who will be able to contribute to the pro-
fessional development within the wider teaching community. It has been shown that the
conduct of practical teaching experience vary among educational institutions, depend-
ing on its length and credits valuation. One can anticipate that pedagogic knowledge is
primary related to the instrument playing techniques rather than to teaching strategies.
In addition, the students gaining practical experience have been shown to focus most-
ly on themselves, rather than on the process of delivering a lecture or masterclass. (Ju-
riševič idr., 2007; Polifonia Working Group for Instrumental and Vocal Music Teacher
Education, 2010). The process of self-feedback and evaluation enables students to criti-
cally analyse the areas with room for improvement. During the process of evaluation, the
involvement of supervisor or university lecturer has shown to be crucial. Furthermore, it
has been suggested the conduct of practical teaching experience could be implicated in
the wider Slovenian teaching and musical community, which would result in broaden-
ing the network of schools and professors involved. However, such implication is techni-
cally and logistically rather challenging.
40
Colwell and C. Richardson (ur.), The new handbook of research on music
teaching and learning: A project of the music educators national conference
(str. 315−326). Oxford University Press.
Teachout, D. (1997). Preservice and experienced teachers‘ opinions of skills
and behaviors important to successful music teaching. Journal of
Research in Music Education, 45(1), 41−50.
Tsang, A. K. L. (2011). Online reflective group discussion – Connecting
first year undergraduate students with their year peers. Journal of the
Scholarship of Teching and Learning, 11(3), 58−74.
Učni načrt: pedagoška praksa 1. Magistrski študijski program 2. stopnje
Instrumentalna in pevska pedagogika. (2004). UL Akademija za glasbo.
https://www.ag.uni-lj.si/e_files/vsebina/UN_IPP_II_17_18.pdf
Učni načrt: pedagoška praksa 2. Magistrski študijski program 2. stopnje
Instrumentalna in pevska pedagogika. (2004). UL Akademija za glasbo,
https://www.ag.uni-lj.si/e_files/vsebina/UN_IPP_II_17_18.pdf
Yourn, B. R., (2000). Learning to teach: Perspectives from beginning music
teachers. Music Education Research, 2(2), 181−192.
Zakon o visokem šolstvu. (2012). Uradni list Republike Slovenije, (32).
https://www.uradni-list.si/glasilo-uradni-list-rs/vsebina/2012-01-
1406?sop=2012-01-1406
Summary
UDC 37.013:025,178
High quality practical teaching experience and pedagogical competences, gained dur-
ing the course of the student`s education, have been shown to have crucial impact on
professional development of prospective winds professors. In addition, they contribute
to creativity and motivation of the professor, who will be able to contribute to the pro-
fessional development within the wider teaching community. It has been shown that the
conduct of practical teaching experience vary among educational institutions, depend-
ing on its length and credits valuation. One can anticipate that pedagogic knowledge is
primary related to the instrument playing techniques rather than to teaching strategies.
In addition, the students gaining practical experience have been shown to focus most-
ly on themselves, rather than on the process of delivering a lecture or masterclass. (Ju-
riševič idr., 2007; Polifonia Working Group for Instrumental and Vocal Music Teacher
Education, 2010). The process of self-feedback and evaluation enables students to criti-
cally analyse the areas with room for improvement. During the process of evaluation, the
involvement of supervisor or university lecturer has shown to be crucial. Furthermore, it
has been suggested the conduct of practical teaching experience could be implicated in
the wider Slovenian teaching and musical community, which would result in broaden-
ing the network of schools and professors involved. However, such implication is techni-
cally and logistically rather challenging.
40
