An Action Research Study on Globally Competent Teaching in Online Spaces

Research shows that teachers understand why global competence is important but do not necessarily know how to implement global teaching. One way to address this problem of practice is integrating global competence with teacher education. Education abroad is an effective method to internationalize teaching, but travel is suspended due to the global pandemic. At the same time, the pandemic also highlights how global cooperation and global competence are vital in mitigating the effects of the virus. The purpose of this action research study was to investigate the impact of infusing global learning in an online education methods course. Data sources included products of learning and reflections from 24 master's students. Findings include five themes (multilingual communication, current event awareness, content-aligned integration, utilizing students' identities, and practicing local-global inquiry) that describe the prerequisites, barriers, challenges, and successes as teachers develop global competence and implement globally competent teaching in their K-12 classrooms.

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Instructional Approaches to Teaching a Korean Percussion Ensemble (Samulnori) to Preservice Music Teachers and Preservice Classroom Teachers: An Action Research Study

Journal of Music Teacher Education ◽

10.1177/1057083718777317 ◽

2018 ◽

Vol 28 (1) ◽

pp. 70-82

Author(s):

Hyesoo Yoo ◽

Sangmi Kang

Keyword(s):

Action Research ◽

Music Teachers ◽

Research Study ◽

Research Process ◽

Methods Course ◽

Classroom Teachers ◽

Percussion Ensemble ◽

Practical Action ◽

Field Notes ◽

Action Research Study

The purpose of this practical action research study was to explore how preservice music teachers, preservice classroom teachers, and a methods course instructor responded to the experience of rehearsing a Korean percussion ensemble piece. Seven preservice music teachers and nine preservice classroom teachers rehearsed Samulnori for 20 minutes per week for 8 weeks. Data sources included reflective narratives produced by the instructor and participants, observation field notes, and participant interviews. Through each step in the action research process, across multiple cycles of instruction and reflection, the teaching approach was altered to better fit participants’ needs and interests in the two groups. While preservice music teachers valued authentic music demonstrations and the hands-on process of learning to perform Samulnori in a polished and accurate manner, preservice classroom teachers required more detailed verbal explanations in addition to music demonstrations and showed interest in learning about the historical and cultural background of Samulnori.

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Problem-Based Learning in a Woodwind Methods Course: An Action Research Study

Journal of Music Teacher Education ◽

10.1177/1057083718769262 ◽

2018 ◽

Vol 28 (1) ◽

pp. 55-69 ◽

Cited By ~ 2

Author(s):

Jennifer A. Blackwell ◽

Nicholas E. Roseth

Keyword(s):

Action Research ◽

Music Teachers ◽

Research Study ◽

Real Life ◽

Problem Based Learning ◽

Methods Course ◽

Video Assessment ◽

Course Materials ◽

Course Engagement ◽

Action Research Study

The purpose of this action research study was to explore the use of problem-based learning (PBL) in a secondary instrument methods course. Six students enrolled in a woodwind methods course and participated in PBL activities—including video assessment, written scenarios, emergent performance scenarios in the classroom, group activities, and structured peer teaching—aimed at improving their ability to diagnose and solve instrument-specific performance problems. We examined students’ perceptions of PBL, including their teaching confidence, retention of course materials, and overall course engagement. The data collected suggest that students perceived themselves to be learning effectively in this PBL environment, and they felt generally confident in their ability to teach woodwinds. In addition, students appreciated opportunities for “real-life” teaching scenarios and expressed high levels of motivation, though they found this approach somewhat haphazard and unstructured. We suggest that PBL may be a viable method for educating preservice music teachers.

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