Abstract
Effective teacher-student learning relationships can propel students to advanced ways of knowing and acting. In much arts based higher education learning, dynamic and fluid interplay of cognitive, meta-cognitive and aspirational aims and goals are prevalent and passed to students in a learning relationship that can be described as a cognitive apprenticeship. Interpretative phenomenological analysis is used to explore four conservatoire teachers and their musical improvisation students. Investigating in the lesson experiences reveal pedagogical applications of modeling, scaffolding, coaching, reflection and developing mastery and expertise in students. A cognitive apprenticeship model can provide a framework for teachers to understand how to develop increased student control, ownership of learning, and contextually situated instructional strategies that brings cognitive and creative thinking, action and reflection to the forefront of learning and teaching. The study reveals how educators can develop trajectories of learning and problem-solving concepts that draw students into a culture of expert practice.
| Original language | English |
|---|---|
| Pages (from-to) | 84-103 |
| Number of pages | 20 |
| Journal | Teaching in Higher Education |
| Volume | 23 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2018 |
Keywords
- Cognitive apprenticeship
- creativity
- improvization
- learning trajectories
- phenomenology
Cite this
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Apprenticing for creativity in the improvisation lesson : a qualitative enquiry. / de Bruin, Leon R.
In: Teaching in Higher Education, Vol. 23, No. 1, 2018, p. 84-103.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Apprenticing for creativity in the improvisation lesson
T2 - a qualitative enquiry
AU - de Bruin, Leon R.
PY - 2018
Y1 - 2018
N2 - Effective teacher-student learning relationships can propel students to advanced ways of knowing and acting. In much arts based higher education learning, dynamic and fluid interplay of cognitive, meta-cognitive and aspirational aims and goals are prevalent and passed to students in a learning relationship that can be described as a cognitive apprenticeship. Interpretative phenomenological analysis is used to explore four conservatoire teachers and their musical improvisation students. Investigating in the lesson experiences reveal pedagogical applications of modeling, scaffolding, coaching, reflection and developing mastery and expertise in students. A cognitive apprenticeship model can provide a framework for teachers to understand how to develop increased student control, ownership of learning, and contextually situated instructional strategies that brings cognitive and creative thinking, action and reflection to the forefront of learning and teaching. The study reveals how educators can develop trajectories of learning and problem-solving concepts that draw students into a culture of expert practice.
AB - Effective teacher-student learning relationships can propel students to advanced ways of knowing and acting. In much arts based higher education learning, dynamic and fluid interplay of cognitive, meta-cognitive and aspirational aims and goals are prevalent and passed to students in a learning relationship that can be described as a cognitive apprenticeship. Interpretative phenomenological analysis is used to explore four conservatoire teachers and their musical improvisation students. Investigating in the lesson experiences reveal pedagogical applications of modeling, scaffolding, coaching, reflection and developing mastery and expertise in students. A cognitive apprenticeship model can provide a framework for teachers to understand how to develop increased student control, ownership of learning, and contextually situated instructional strategies that brings cognitive and creative thinking, action and reflection to the forefront of learning and teaching. The study reveals how educators can develop trajectories of learning and problem-solving concepts that draw students into a culture of expert practice.
KW - Cognitive apprenticeship
KW - creativity
KW - improvization
KW - learning trajectories
KW - phenomenology
UR - http://www.scopus.com/inward/record.url?scp=85026873259&partnerID=8YFLogxK
U2 - 10.1080/13562517.2017.1359157
DO - 10.1080/13562517.2017.1359157
M3 - Article
VL - 23
SP - 84
EP - 103
JO - Teaching in Higher Education
JF - Teaching in Higher Education
SN - 1356-2517
IS - 1
ER -