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2 results

  • Examining a collaborative community amongst music student teachers in Korea

  • Jihae Shin
  • Journal:
    British Journal of Music Education / Volume 40 / Issue 1 / March 2023
    Published online by Cambridge University Press:
    11 April 2022, pp. 54-65
    Print publication:
    March 2023
    • Article
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  • Teacher collaboration has been recognised as one of the most influential factors positively affecting school teaching practice. To add to the literature in this area, I investigated a collaborative community of Korean preservice music teachers. The results showed that the collaborative community was a place where these preservice music teachers were able to share their thoughts about their passion for music teaching and various philosophical issues closely related to the role of music in public education. In addition, the collaborative community played a role in helping preservice music teachers focus on the level of students’ current knowledge and understand the importance of instructional pacing. Finally, music student teachers freely and frequently expressed their worries and frustration about student teaching and gained emotional support from their peers.

  • 8 - Lessons to Be Learned

  • from Part III - New Knowledge and Future Directions
  • Edited by Kim Bower, Sheffield Hallam University, Do Coyle, University of Edinburgh, Russell Cross, University of Melbourne, Gary N. Chambers, University of Leeds
  • Book:
    Curriculum Integrated Language Teaching
    Published online:
    27 July 2020
    Print publication:
    09 July 2020, pp 145-164

  • Summary

    This chapter focuses on how integrated curriculum planning and implementation in a trilingual setting might provide useful insights for those working with CLIL, across what would appear to be very different and specific linguistic contexts including multilingual and Anglophone contexts. We draw on relevant lessons learned from a detailed longitudinal case study in Galicia to highlight key areas for consideration and analysis across different contexts. This experience emphasized four key factors that emerged from the study that we suggest are transferable to other linguistic contexts: training/professional learning for teachers, a literacies approach that facilitates pluriliteracies development, teacher collaboration where language and content teachers co-construct the CLIL curriculum together and implement their designs across CLIL lessons and ownership of CLIL pedagogies.