dc.contributor.author | Schmid, Wolfgang | |
dc.contributor.author | Rolvsjord, Randi | |
dc.date.accessioned | 2021-05-19T09:38:19Z | |
dc.date.available | 2021-05-19T09:38:19Z | |
dc.date.created | 2021-01-14T18:01:56Z | |
dc.date.issued | 2020 | |
dc.identifier.issn | 0031-3831 | |
dc.identifier.uri | https://hdl.handle.net/11250/2755620 | |
dc.description.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. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Taylor & Francis | en_US |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no | * |
dc.title | Becoming a Reflexive Practitioner: Exploring Music Therapy Students´ Learning Experiences with Participatory Role-Play in a Norwegian Context | en_US |
dc.type | Journal article | en_US |
dc.type | Peer reviewed | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | Copyright 2020 The Authors | en_US |
cristin.ispublished | true | |
cristin.fulltext | postprint | |
cristin.qualitycode | 2 | |
dc.identifier.doi | https://doi.org/10.1080/00313831.2020.1755723 | |
dc.identifier.cristin | 1871597 | |
dc.source.journal | Scandinavian Journal of Educational Research | en_US |
dc.identifier.citation | Scandinavian Journal of Educational Research. 2020 | en_US |