Dialogue Possibilities in Guided Autonomous music Studies in Class-teacher Education in Finland

Abstract

This study investigates the kinds of issues dialogical perspective can reveal among teacher students in different learning environments and how different learning environments talk to each other. This qualitative study is based on Burbules’ (1993) theory of dialogue. The research sample consists of teacher educators’ (authors) discussions with one student and with groups of students during and after music lessons as well as teacher students’ responses to a semi-structured questionnaire. This paper considers the recognized needs in the guiding process and addresses some critical incidents in that process as a model that teacher educators can apply to other subjects.

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