EjSBS - The European Journal of Social & Behavioural Sciences

The European Journal of Social & Behavioural Sciences

Online ISSN: 2301-2218
European Publisher

The Use of a Blended Learning Environment By Primary School Student Teachers to Study Music Theory

Abstract

Music education, as part of general education in Finland, includes only a few compulsory courses. Primary school teachers are mainly responsible for music education during the first six school years. One big challenge arises from primary school student teachers’ competences in music and confidence in teaching it. Many student teachers have studied only the compulsory music courses at the schools before their teacher training. However, in Finnish curricula for basic education, music is defined as a many-sided subject. Lecturers (the authors) in the Finnish teacher education system have noticed that, if the student teachers’ knowledge is based only on the compulsory music courses, they find especially music theory difficult to understand. However, understanding the triad, for example, is essential for teachers to be able to instruct pupils in many-sided tasks. The purpose of the present study is to find out how student teachers study the music theory required of music teachers: in the current case, they are studying the triad. The learning environment organized by the main lecturer (one of the authors) is based on the principles of blended learning. Blended learning in the current study means exploiting contact lessons, students’ autonomous or face-to-face learning periods, peer learning, and the e-learning possibilities. The main findings are that most of the students exploited the offered possibilities of the blended learning environment. However, although a blended learning approach offers more flexibility in responding to students’ needs compared to traditional teaching-learning situations, it appears that students do not find each blended element useful.

Keywords: Blended learningmusic educationprimary school teacher educationstudying music theory

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This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

About this article

Published online: 13.04.2017
Pages: 137-148
Publisher: Future Academy
In: Volume 19, Issue 2
DOI: 10.15405/ejsbs.212
Online ISSN: 2301-2218
Article Type: Original Research
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