Luce David W
Chapman University, Orange, California, USA.
J Music Ther. 2008 Spring;45(1):21-51. doi: 10.1093/jmt/45.1.21.
Undergraduate education must address student's developmental needs, as well as their learning needs. Yet, there has been little discussion regarding music therapy students' epistemological development, how that influences their education and clinical training, and how that understanding can inform educators and clinical supervisors. As part of an introductory music therapy course that was taught using collaborative learning consensus groups, students provided written and verbal comments about their experience and some students agreed to a series of interviews (Luce, 2002). This hermeneutic analysis of that data was based upon Perry's Scheme and Women's Ways of Knowing suggested that (a) the students' comments reflected the various perspectives or positions within the models, (b) the collaborative learning consensus groups facilitated transitions and movement within the models, and (c) there was a need for more research to understand music therapy students' developmental needs, to enhance teaching methods and pedagogy, and to address students' developmental needs as they prepare to enter the profession.
本科教育必须满足学生的发展需求以及学习需求。然而，关于音乐治疗专业学生的认识论发展、这种发展如何影响他们的教育和临床培训，以及这种理解如何为教育工作者和临床督导提供参考，却鲜有讨论。作为一门采用协作学习共识小组教学的音乐治疗入门课程的一部分，学生们就他们的经历提供了书面和口头评论，一些学生同意接受一系列访谈（卢斯，2002年）。对这些数据的诠释学分析基于佩里的模式和女性的认知方式，结果表明：（a）学生的评论反映了这些模式中的各种观点或立场；（b）协作学习共识小组促进了模式内部的转变和发展；（c）需要开展更多研究，以了解音乐治疗专业学生的发展需求，改进教学方法和教学理念，并在学生准备进入该行业时满足他们的发展需求。
