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Abstract

Quality of educational services is highly dependent on competent teachers. Thus, the competency-based framework for teacher education has become an important issue across Europe. This approach in Europe has greatly reflected in the field of adult learning and education. There are five research projects dedicated to identifying competences of adult learning facilitators, involving regional countries or all the Member States of the European Union. Based on the results of the five research projects, this paper has a twofold aim: 1) to describe those research projects and their identified competences for adult learning and 2) to analyse the common competences identified by all the five research projects. The distinct scopes of teacher's competences and teaching competences are offering the framework for analysis. We found ten common competences that are particularly relevant to teaching roles of adult learning facilitators in Europe. Moreover, the analyses revealed that adult learning facilitators need to possess teacher competences that are relevant to institutional administration. Our conclusion is that there are common competences for adult learning facilitators which are relevant to both teaching and teacher competences.

Open access

Abstract

Quality of educational services is highly dependent on competent teachers. Thus, the competency-based framework for teacher education has become an important issue across Europe. This approach in Europe has greatly reflected in the field of adult learning and education. There are five research projects dedicated to identifying competences of adult learning facilitators, involving regional countries or all the Member States of the European Union. Based on the results of the five research projects, this paper has a twofold aim: 1) to describe those research projects and their identified competences for adult learning and 2) to analyse the common competences identified by all the five research projects. The distinct scopes of teacher's competences and teaching competences are offering the framework for analysis. We found ten common competences that are particularly relevant to teaching roles of adult learning facilitators in Europe. Moreover, the analyses revealed that adult learning facilitators need to possess teacher competences that are relevant to institutional administration. Our conclusion is that there are common competences for adult learning facilitators which are relevant to both teaching and teacher competences.

Open access

Concert visits with the music class: A Salzburg case study

A Cooperation project with varying goals, tasks and expectations

Author: Andreas Bernhofer

Abstract

Many European cities offer a vivid cultural landscape and numerous live-music opportunities. Some of the events aim at young audiences and develop cooperation projects with schools (Schwanse, 2003). The Schools@Concerts research project focuses on long-established cooperation projects between schools and concert hosts and tries to give insights into the structure of them. This article describes the Salzburg single case study, where besides the music teacher, the school students and the concert host also a didactics course from the music teacher training at the university is involved. By collecting data with interviews and questionnaires with all participating partners, the research group tries to outline the different roles within the cooperation project and compares the varying goals, tasks and expectations of the participating partners.

Open access

Concert visits with the music class: A Salzburg case study

A Cooperation project with varying goals, tasks and expectations

Author: Andreas Bernhofer

Abstract

Many European cities offer a vivid cultural landscape and numerous live-music opportunities. Some of the events aim at young audiences and develop cooperation projects with schools (Schwanse, 2003). The Schools@Concerts research project focuses on long-established cooperation projects between schools and concert hosts and tries to give insights into the structure of them. This article describes the Salzburg single case study, where besides the music teacher, the school students and the concert host also a didactics course from the music teacher training at the university is involved. By collecting data with interviews and questionnaires with all participating partners, the research group tries to outline the different roles within the cooperation project and compares the varying goals, tasks and expectations of the participating partners.

Open access

Abstract

In the last 30 years Croatia has been involved in an intensive period of educational reforms. Music teaching, as a compulsory subject, underwent some positive and negative changes. The so-called open model and contents remake bring the possibility for teachers to be more creative and for students to be involved to a greater extent, but unfortunately, music lessons come to just 1 h per week. As a part of the Croatian school system, the extracurricular music activities are implemented in the school curriculum which affects the acquisition of new knowledge developing students’ musical skills. This paper aims to present the today’s situation of attending music classes in regular and extracurricular lessons in Croatia. Moreover, it discusses the international research project Schools@Concerts: Tuning up for the Music Experience which influences the idea how to carry out another kind of extracurricular musical activity which suits the worldwide environment. The intention is to familiarize students with (classical) music during the work in the extracurricular activity and by visiting to a concert. The author presents her own idea how to realize the extracurricular music activity Listening to Music with Concert Experience carried out by a cognitive – emotional approach to listening to music which contributes to the students’ music appreciation and preservation, transfer, renewal and dissemination of cultural heritage.

Open access

Abstract

In the last 30 years Croatia has been involved in an intensive period of educational reforms. Music teaching, as a compulsory subject, underwent some positive and negative changes. The so-called open model and contents remake bring the possibility for teachers to be more creative and for students to be involved to a greater extent, but unfortunately, music lessons come to just 1 h per week. As a part of the Croatian school system, the extracurricular music activities are implemented in the school curriculum which affects the acquisition of new knowledge developing students’ musical skills. This paper aims to present the today’s situation of attending music classes in regular and extracurricular lessons in Croatia. Moreover, it discusses the international research project Schools@Concerts: Tuning up for the Music Experience which influences the idea how to carry out another kind of extracurricular musical activity which suits the worldwide environment. The intention is to familiarize students with (classical) music during the work in the extracurricular activity and by visiting to a concert. The author presents her own idea how to realize the extracurricular music activity Listening to Music with Concert Experience carried out by a cognitive – emotional approach to listening to music which contributes to the students’ music appreciation and preservation, transfer, renewal and dissemination of cultural heritage.

Open access