Bringing to light a pedagogical heritage: An ergo-didactic approach

Author:

Güsewell Angelika1,Vivien Rym2,Terrien Pascal3

Affiliation:

1. Haute école de musique Vaud Valais Fribourg, HES-SO, University of Applied Sciences and Arts Western Switzerland

2. University of Applied Sciences and Arts Western Switzerland (HES-SO)

3. Aix-Marseille University

Abstract

This study aimed to provide first responses to the question whether the pedagogical heritage of an instrumental or vocal music teacher can be reconstructed by analysing and comparing the discourse and the teaching concerns of his or her former students. To address this question, a newly developed ergo-didactical approach (Author, 2018a) was used. The quantitative and qualitative analysis of simple and cross self-confrontation interviews conducted with six former students of the great violinist and violin instructor Veda Reynolds yielded strong similarities in the importance these former students seemed to attach to the five teaching concerns of the Bucheton and Soulé (2009) model in their own practice and in their discourse on Veda Reynold’s teaching.

Publisher

Consortium Erudit

Subject

General Medicine

Reference39 articles.

1. Alin, C. (2010). Le geste formation : Gestes professionnels et analyse des pratiques. L’Harmattan.

2. Amigues, R. (2003). Pour une approche ergonomique de l’activité enseignante. Skholê, 1, 5–16.

3. Berg, M. H., & Miksza, P. (2010). An investigation of preservice music teacher development and concerns. Journal of Music Teacher Education, 20(1), 39–55. https://doi.org/10.1177/1057083710363237

4. Bruner, J. S. (1983). Le développement de l’enfant : Savoir faire, savoir dire. Presses universitaires de France.

5. Bucheton, D. (Ed.). (2009). L’agir enseignant : Des gestes professionnels ajustés. Octarès.

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