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Teacher Directives in Music Instrumental Instruction: Activity Context, Student Cooperation, and Institutional Priority
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.ORCID iD: 0000-0002-6085-576X
2018 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Epub ahead of print
Abstract [en]

Identifying precisely what teachers do to elicit desired changes in their students’ knowledge and skill is a long-lasting challenge of educational research. Here, we use conversation analysis to contribute to a deeper understanding of this matter by considering how Finnish-speaking instrument music teachers use directives to guide their students. Our data consist of 10 video-recorded instrument lessons (violin, piano, guitar, and ukulele). In our findings, we provide an account for the variance in the music instrument teachers’ use of six second-person directive forms in Finnish. We argue that the teachers’ choices between these directive forms are warranted by three dimensions of the participants’ conduct: (1) location of the directive within the participants’ wider activity structure, (2) degree of the student’s cooperation at the given moment, and (3) the institutional priority of action that is being called for.

Place, publisher, year, edition, pages
2018.
Keywords [en]
directives, music education, music instrument instruction, conversation analysis, Finnish
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-155186DOI: 10.1080/00313831.2018.1476405OAI: oai:DiVA.org:su-155186DiVA, id: diva2:1197562
Available from: 2018-04-13 Created: 2018-04-13 Last updated: 2018-09-07

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Kuusisto, Arniika
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