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Publication date: 9 March 2022

Piero Formica

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Type: Book
ISBN: 978-1-80262-830-2

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Article
Publication date: 9 March 2020

Juan D. Machin-Mastromatteo and Anna Maria Tammaro

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Digital Library Perspectives, vol. 36 no. 1
Type: Research Article
ISSN: 2059-5816

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Publication date: 26 April 2022

Andreas Herrmann and Johann Jungwirth

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Inventing Mobility for All: Mastering Mobility-as-a-Service with Self-Driving Vehicles
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ISBN: 978-1-80043-176-8

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Publication date: 11 November 2024

Dario Mazzola

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Freedom and Borders
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ISBN: 978-1-80117-994-2

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Publication date: 7 August 2007

Lorraine Warren

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International Journal of Entrepreneurial Behavior & Research, vol. 13 no. 5
Type: Research Article
ISSN: 1355-2554

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Publication date: 15 June 2022

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Auditing Practices in Local Governments: An International Comparison
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ISBN: 978-1-80117-085-7

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Publication date: 12 February 2018

Pete Canalichio

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Expand, Grow, Thrive
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ISBN: 978-1-78743-782-1

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Article
Publication date: 25 July 2019

Hubert Gruber

The purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for teaching…

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Purpose

The purpose of this paper is to show that lesson study by including elements from music and music education can sustainably expand and improve the dialogical space for teaching and learning in higher education, especially for primary and secondary teacher education students.

Design/methodology/approach

For the first time under the topic “Lesson Study: Music in Dialogue,” corresponding study programs were prepared at the University College of Teacher Education, Lower Austria. The data material from which answers to research questions can be generated are the “Didactic Design Pattern” and classical research lesson planning, observation and discussion instruments. Moreover, discussion protocols of the reflection meetings offered insights the participants gained through sharing their experience of a series of lesson study cycles including focussed collaboration between mentors, teachers, teacher education students and primary school pupils.

Findings

Within the lesson study groups, the space for cooperation and dialogue widened considerably and the interest in the work and expertise of each other increased. Based on the principles of a “community of practice,” this study shows the positive effects of professional collaboration on primary and secondary teacher education students and a lasting impact on their pupils’ learning. Thereby, the dialogical principle was found to play a central and important role. In connection with music- and art-related processes, previous limitations in teaching and learning with music can be exceeded for pupils, teacher education students and teachers.

Research limitations/implications

This study, therefore, provides new insights into questions of organization and implementation, as well as scientific and didactic support in professional learning communities.

Originality/value

So far, there has been little practitioner research through lesson study in the field of music education. In particular, lesson study enhancing the cooperation between music education and other subject areas through dialogical-integrative work has brought about knowledge and insights of great importance for the further development of an appropriate didactic approach in dialogic music education.

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International Journal for Lesson and Learning Studies, vol. 8 no. 4
Type: Research Article
ISSN: 2046-8253

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