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Using a synchronous online teaching internship to develop pedagogical skills and explore teacher identity: A case study

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Supervised teaching internships can help music students develop procedural knowledge, apply pedagogical content knowledge and acquire teacher identity. It is generally acknowledged that the professional lives of current music majors will encompass a diverse array of activities, including performing, teaching and using technology. However, not all undergraduates appreciate the need to explore teacher identity while developing performance skills. Although technological advances make it possible to teach piano synchronously online, few researchers have investigated the effect of implementing an online teaching internship for undergraduate pianists. This collective case study explored the development of pedagogical techniques and teacher identity among third-year undergraduate pianists during a two-month synchronous online teaching internship. Technology employed included the following: acoustic Disklavier pianos, computers with cameras and microphones, Internet MIDI and the Ethernet. Data were triangulated, and benefits of the online internship included the following: increased pedagogical effectiveness; improved teacher identity; appreciation for current educational technology; increased flexibility; and metacognitive strategies.

Keywords: Internet MIDI; distance learning; music lessons; portfolio career; synchronous online instruction; teacher identity; teaching internship

Document Type: Research Article

Affiliations: Louisiana State University

Publication date: December 1, 2015

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  • The Journal of Music, Technology and Education (JMTE) explores the issues concerning the use of technology in music education. It examines pedagogy at all levels and across genres such as composition, musicology, performance and music production. It is the only journal specifically dedicated to the educational aspects of music technology and the technological aspects of music. Peer-reviewed, with an international editorial board, JMTE aims to draw its contributions from a broad community of educators, researchers and practitioners who are working closely with new technologies in the fields of music education and music technology education.
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