Angeliki Triantafyllaki (March, 2009)

Title: The Continuing Professional Development of the Music Teacher: Focusing on Employability and Creative Knowledge Transfer in the Labor Market.

Summary:
The purpose of this study was to examine whether new music graduates from Music Studies departments are adequately prepared for their critical transition into the job market. During the research, it became apparent that a more in-depth examination of academic music studies, particularly music pedagogical preparation, was needed, as the overwhelming majority of graduates from the country's four music studies departments are employed or will be employed in the field of education at some point. Indeed, during the research, we encountered students in the final years of their studies working as educators (as hourly paid teachers in schools, music schools, or providing private lessons in theory and instruments), often with minimal or no music pedagogical preparation. In other cases (more rarely), appointed educators returned to the academic sphere to supplement their music pedagogical knowledge.

The above reflection is examined here from two perspectives, that of the aspiring music teacher and the graduating student (3rd year and above) preparing to enter the job market. Thus, this report is presented in two distinct parts representing the two interrelated stages of the research. Our aim was for this research to provide an initial overview as well as ideas and proposals for both initial music pedagogical preparation and forms that a continuous professional development program could take. Specifically, we aimed to identify the types of knowledge and skills that (1) teachers considered necessary in their initial contact with the field of education and (2) that students considered necessary in their initial preparation. General music pedagogical preparation and the early teaching experiences of students are recorded, as are the teaching experiences of newly appointed teachers.

Maria Kotopoulou (December 2022)

Title: Disorienting Dilemmas and Transformative Learning in the Era of the Covid-19 Pandemic: Exploring the Experiences of Musicians

Summary:
This study explores the reflections of the Covid-19 pandemic on the transformation of individuals and the role of the music arts in managing the unexpected period of forced seclusion. The purpose of this study is to record the experiences of musicians in the reality of isolation and to examine how they interpreted the new context. Specifically, the difficulties and disorienting dilemmas that arose and the influences of the pandemic on the thinking and actions of individuals are highlighted. Additionally, a crucial question of the study is the negotiation of the dynamics of the music art in the challenges of critical life periods. Using qualitative methodology, specifically the semi-structured in-depth interview tool, we focused our research lens on the experience of ten musicians from different music professional fields. The results revealed the mental upheaval due to the fear of death and illness from the virus, the professional uncertainty that emerged, the challenge of managing remote education, and the need to use free time. As it turned out, the consequences of the pandemic led mostly to small intellectual changes and readjustments within the already formed shell of assumptions and less to accumulations of denials, doubts, revisions, and reversals for new conscious choices and actions. Finally, it was proven that art constitutes human resistance to the confinement of the constraints imposed by the special conditions.

Elissavet Perakaki (September 2023)

Title: Flipping the music classroom: teaching approaches (September 2023)

Summary:
Technology integration in education holds immense potential to revolutionize teaching methods and enhance the quality of instructional content. By leveraging technology, students gain access to a broader array of learning resources, resulting in a more interactive and engaging learning experience. Furthermore, technology facilitates the creation of personalized learning journeys, catering to individual needs and fostering a tailored approach to education. Consequently, the incorporation of technology has the power to reshape the learning process and empower individuals to unlock their full potential. Digital tools offer a vast range of possibilities for achieving educational objectives and catering to the unique requirements of each student. Their versatility and adaptability enable various applications that enrich the learning experience and create an inclusive and effective educational environment.

Emerging as a facet of blended learning in the early 21st century, flipped learning has gained momentum with technological advancements. Primary, secondary, and tertiary educators increasingly seek innovative approaches to captivate and engage students in their lessons. Flipped learning departs from traditional face-to-face teaching methods by shifting knowledge delivery, allowing for more collaborative activities, dynamic discussions, feedback exchanges, peer teaching, teamwork, and creativity.

The present study aims to explore the feasibility of applying the flipped or inverted classroom in the lesson according to the Greek educational framework. The innovation of this study lies in the fact that it is the first one that outlines the implementation of the flipped classroom in music lessons in Greece. Due to the Covid-19 pandemic and the online classes, every pupil/student has Internet access and at least one of the following devices: laptop, P/C, tablet, or smartphone. At the same time, the most common Learning Management Systems (LMS), e-class and e-me, are used by educators and pupils/students. Under these circumstances, some of the limitations of flipped classroom implementation are minimized.

The case study involved seven Greek music educators with varying levels of experience: three music teachers in Primary and two in Secondary Education, and two in Music Schools, a piano teacher (one-to-one tuition), and a music theory teacher (Harmony of the 18th century in Western music). Their shared goal was to introduce the flipped classroom method in a class of their choice.

The school year 2021-2022, a year at the end of the COVID-19 pandemic but still with some restrictions, found music teachers and students tired of long-distance learning but eager to participate in and organize creative musical activities. Most students had access to the Internet and the appropriate technological supplies and were familiar with a Learning Management System (E-class). These conditions were considered sufficient for the flipped classroom implementation in Greek schools.

The flipped classroom teaching approach has been proven to be highly effective. It offers multiple benefits for both teaching and learning and encourages students to engage more with music videos and tutorials. With the availability and variety of digital music applications online, students have shown a lasting interest and passion for music. In the months following the implementation of the flipped classroom approach, students actively sought out videos and materials online that aligned with their musical preferences. This enabled them to remain connected with the lesson beyond regular school hours.

Project-based learning has been shown to benefit greatly from the flipped classroom approach. Students took charge of their own learning during the pre-class period and received guidance from the teacher during in-class sessions. This approach also allowed absent students to catch up on missed work through the Learning Management System. It proved to be advantageous for students, particularly during the COVID-19 pandemic and ensuing restrictions.

Nevertheless, one of music teachers' biggest challenges is preparing digital educational material, especially the most suitable video selection and recording. At the same time, the motivation of students in the pre-class phase added one more challenge.