Developing teacher knowledge and professional skills through authentic context learning: a case study of music training teachers in Portugal
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resumo
Authentic Context Learning (ACL) appears as a beneficial experience to
preservice music training teachers in many varieties of ways and settings (Baughman,
2022; Baughman & Baumgartner, 2018). All the experiences provide by ACL in teachers
training help the young teachers to build its own identity (Bartolome, 2013).
We all now, by experience and/or by the literature, that be a training teacher is
a difficult process and the uses of ACL help to think and act like a teacher what is
beneficial for the training teacher.
Authentic Context Learning (ACL) appears as a beneficial experience to
preservice music training teachers in many varieties of ways and settings (Baughman,
2022; Baughman & Baumgartner, 2018). All the experiences provide by ACL in teachers
training help the young teachers to build its own identity (Bartolome, 2013).
We all now, by experience and/or by the literature, that be a training teacher is
a difficult process and the uses of ACL help to think and act like a teacher what is
beneficial for the training teacher.
2. Aims
This study aims to develop the knowledge and professional skills of music
training teachers in an ACL environment, specifically in three classes of Basic Education
in the Northern region of Portugal.
3. Hipothesis
The hypothesis is that an ACL project will benefit trainee teachers in several
ways, including:
x Effective instructional planning;
x Acclimation to the school environment, connections between theory and
practice.
x Understanding of the musical knowledge and competence of their students
