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No matter what else may divide us, most music educators are agreed on one general point. A central aim of defining how effective music educational practice should happen in the new e-learning environments which expand and connect communities of learners in music classrooms, is an imperative; a view which is emphasized in policy and widely acknowledged in teacher training. Yet, the critical roles played by creativity and technology in supporting the promotion of pedagogic change are less clear. This paper integrates theoretical framing and practical insights into a set of basic principles that may be useful for researching the interrelationship between creativity (as an essential human attribute lying at the heart of all learning and as processes of making something new) and technology (as tools that mediate how creative activity occurs). Several ways of driving pedagogical evolution, in ways that resemble the relationship between creativity and technology as we see in the world beyond school, are introduced. These include consideration of the potential contribution of sociocultural, post-Vygotskian Activity Theory (AT) to overcome some of the problems that have plagued both music educational theorizing and practice. While outlining potentials for future research, the article highlights how these processes may be brought into a productive relation as agents of pedagogic change in music education.

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Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand

Assalihee,

Bakoh,

Boonsuk

et al. 2024

Education Sciences

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Private Islamic schools in Southern Thailand face significant challenges, particularly in adhering to national educational standards, which impacts students’ academic outcomes. Most Islamic Studies teachers lack formal pedagogical training, resulting in a teaching approach that often fails to engage students effectively. This study employed participatory action research (PAR) involving 32 Islamic Studies teachers across 10 schools. The research was structured around the four phases of PAR: establishing relationships, collaborative design, implementation through LS and Open Approach, and reflective assessment. The implementation of Lesson Study and Open Approach led to significant improvements in teaching practices, shifting from traditional teacher-centered methods to learner-centered approaches that emphasized critical thinking, self-directed learning, and the integration of ICT. This study demonstrates that adapting LS to the context of Islamic education can enhance professional development for teachers and improve educational outcomes. This approach could serve as a model for broader educational reforms in the region.

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Cited by 3 publications

References 1 publication

Classroom Creativities, Pedagogic Partnership and the Improvisatory Space of Creative Teaching and Learning

Classroom Creativities, Pedagogic Partnership and the Improvisatory Space of Creative Teaching and Learning

Reframing creativity and technology: promoting pedagogic change in music education

Transforming Islamic Education through Lesson Study (LS): A Classroom-Based Approach to Professional Development in Southern Thailand

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