Abstract
AbstractThe aim of this study is to provide theoretical and practical knowledge about strategies and techniques for training primary school education pre-service teachers (PSTs) for Pedagogical Improvisation (PI). Data was collected during two iterations of cross-disciplinary art\science school interventions in Norwegian 3rd-grade classes, which provided a framework for a process based on Educational Design Research theory. Data included interviews with PSTs (n = 11), and their reflection notes, following their participation as practicum educators in the interventions as well as in separate PI rehearsal sessions in a controlled classroom environment. PSTs’ experiences and perceptions were coded and analysed, leading to the development of a theoretical model on which future trainings for classroom improvisation may be based. Implications for improvisation as an integral part of teacher education, its professionalization, and areas for further research are described as conclusions.
Highlights
As part of their practicum training in a 3rd-grade class, two pre-service teachers (PSTs) are readying themselves to teach a science lesson during which a discussion of the concept “temperature” will take place
These were followed by a 2-week school project during which two overlapping training and data collection sub-interventions dedicated to PI were implemented with PSTs and pupils: Rehearsing Pedagogical Improvisation (RPI) and Authentic Pedagogical Improvisation (API)
Systematic improvisational training based on preparatory sessions, rehearsing, authentic experiences and reflection, stimulated a new perception of Pedagogical Improvisation’s implications in several respects: It provided greater awareness of improvisation’s roles and potentials, and an understanding of improvisation as a phenomenon which can be improved and refined over time
Summary
As part of their practicum training in a 3rd-grade class, two pre-service teachers (PSTs) are readying themselves to teach a science lesson during which a discussion of the concept “temperature” will take place. The specific plan and, much of how they will interact with pupils, will only be made known to them during the actual lesson They are Rehearsing Pedagogical Improvisation (RPI) in the classroom. Oded Ben-Horin is Associate Professor of Music at Stord\Haugesund University College, Norway He leads the European Commission’s project “Implementing Creative Strategies into Science Teaching (CREAT-IT)” which proposed and implemented interdisciplinary art and science interventions and teacher training in 6 countries. He is the coordinator of the “Global Science Opera” initiative. He is a composer/vocalist in the European Economic Area project “Write a Science Opera (WASO)” His focus of musical activity is the meeting points of inquiry within science and art. Oded is a PhD candidate within the “Improvisation in Teacher Education” project
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