Becoming a Reflexive Practitioner: Exploring Music Therapy Students´ Learning Experiences with Participatory Role-Play in a Norwegian Context
Journal article, Peer reviewed
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Original versionScandinavian Journal of Educational Research. 2020 https://doi.org/10.1080/00313831.2020.1755723
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.