AUTHOR=Poole James , Norton Naomi TITLE=Investigating trainee instrumental/vocal teachers’ perceptions of dialogic teaching: an exploratory study JOURNAL=Frontiers in Education VOLUME=8 YEAR=2023 URL=https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2023.1272325 DOI=10.3389/feduc.2023.1272325 ISSN=2504-284X ABSTRACT=

This research explores perceptions of dialogic teaching amongst trainee instrumental/vocal teachers enrolled on the MA Music Education: Instrumental and Vocal Teaching programme at the University of York. Thirty students from three different cohorts responded to an online questionnaire. Findings indicate that respondents were aware of a broader range of advantages of using dialogic teaching than disadvantages. Despite this, 59% of respondents reported that they inconsistently use dialogic teaching. Respondents also reported that they learn to use dialogic teaching through observation of fellow teachers, practical teaching experience, and peer-to-peer discussion. Some respondents viewed dialogic teaching primarily as a process of teacher-led questioning, rather than questioning and discussion, which suggests that trainee teachers may benefit from a more in-depth understanding of dialogic teaching within the context of instrumental/vocal lessons. The results of this research are of relevance to teachers, teacher educators, and providers of pedagogical resources.