Becoming a Reflexive Practitioner: Exploring Music Therapy Students' Learning Experiences with Participatory Role-Play in a Norwegian Context

Autor/inn/en	Schmid, Wolfgang; Rolvsjord, Randi
Titel	Becoming a Reflexive Practitioner: Exploring Music Therapy Students' Learning Experiences with Participatory Role-Play in a Norwegian Context
Quelle	In: Scandinavian Journal of Educational Research, 65 (2021) 5, S.864-876 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2020.1755723
Schlagwörter	Music Therapy; Role Playing; Graduate Students; Masters Programs; Experiential Learning; Alumni; Foreign Countries; Professional Identity; Readiness; Feedback (Response); Interdisciplinary Approach; Norway + Suchen Sie Ihr Suchwort? Musiktherapie; Rollenspiel; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Norwegen
Abstract	The objective of this qualitative study was to explore music therapy students' learning experiences of participatory role-play in the context of the integrated music therapy master's program at the University of Bergen in Norway. Role-play is one type of experiential learning that initiates an interaction between students in a simulated scenario, thus producing concrete experiences as the basis for reflection. Empirical data were collected in two focus group interviews with 13 alumni who had attended role-play classes. We applied a thematic and interpretative hermeneutical strategy to data analysis. We identified five continua of learning experiences: (i) one's personality & becoming a professional, (ii) being spontaneous & being prepared, (iii) feedback from self-experience & from others, (iv) experiential learning & theoretical learning, (v) music therapy as a discipline & in interdisciplinary contexts. The continua highlight empathy, reflexivity, and person-centeredness as core learning assets for becoming a health-care practitioner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01