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Student music teachers' learning styles in theoretical and practical situations
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
Number of Authors: 1
2015 (English)In: International Journal of Music Education, ISSN 0255-7614, E-ISSN 1744-795X, Vol. 33, no 3, 348-358 p.Article in journal (Refereed) Published
Abstract [en]

This study analyzes and compares the results of a survey and an interview investigation concerning the learning styles of 32 student music teachers at The University College of Music Education (SMI) in Sweden. The students' learning style preferences were examined through a productivity environmental preference survey (PEPS), a computer-based survey that is based on the Dunn and Dunn Learning Style Model. The students who completed the survey expressed a difference between learning something that was theoretically new and difficult and something that was new and difficult related to their instrument/singing. The surveys were then followed up by semi-structured interviews with 31 of the 32 students. The study found that there is only a minimal difference between practice and theoretical learning regarding the learning styles of student music teachers. The students' procedure in theoretical learning was, as far as possible, the same as for practical learning, and it is the more practical and physical details that present obstacles. The practical relevance of the research is that it raises awareness for students regarding their learning styles and how they can streamline both their own learning and that of their future pupils.

Place, publisher, year, edition, pages
2015. Vol. 33, no 3, 348-358 p.
Keyword [en]
Dunn & Dunn, learning styles, music teacher students
National Category
Educational Sciences Music
URN: urn:nbn:se:su:diva-119531DOI: 10.1177/0255761415581284ISI: 000358326300007OAI: diva2:847851
Available from: 2015-08-21 Created: 2015-08-17 Last updated: 2015-08-21Bibliographically approved

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Calissendorff, Maria
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ReferencesLink to record
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