When “doing” matters: The emergence of group–level regulation in planning for a music lesson

ABSTRACT

The processes of individual and group-level regulation are important mechanisms of all collaborative learning, and we argue that recognising group-level regulatory processes would aid music educators when they guide students in collaborative settings. In music education, there is extensive research on group music-making, whereas the interest towards regulatory processes at group level is just emerging. At the same time educational psychology research has focused on regulation of collaborative learning processes in other domains. This study aims to combine both perspectives by examining the characteristics of self-, co- and socially shared regulation in a collaborative task of planning and preparing a music lesson, relating work on domain-specific learning processes to literature from educational psychology. The regulatory processes of three groups consisting of one music educator and two pre-service teachers were examined through qualitative video analysis. Examples of participants’ verbal interaction and musical activities during episodes depicting group-level regulation are presented. The examples guide the rationalisation that non-verbal musical interaction could validate socially shared regulation, and ways to distinguish co- from socially shared regulation in collaborative music-making are discussed.

KEYWORDS:

• Collaboration
• co-regulation
• music education
• self-regulation
• socially shared regulation

Acknowledgements

This work was supported by the Academy of Finland (grant 275929) and, for the second author, Turku Institute for Advanced Studies. The authors thank Erkki Huovinen and the two anonymous reviewers for comments on the manuscript, Tuire Palonen by assistance in data coding, and the study participants for their time and effort.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Tarja-Riitta Hurme (PhD, Education) is a senior researcher at the Department of Teacher Education, and at the Centre for Learning Research, University of Turku, Finland. Her main research interest focuses on collaborative learning processes in technology-supported as well as in face-to-face learning situations. Hurme's research has been focused on self- and shared regulated learning in different learning context and domains, like mathematics and music. Her publications include both international peer-reviewed scientific journals articles and book chapters. Email: [email protected].

Marjaana Puurtinen (PhD, education; MA, history) is a Senior Researcher at the Department of Psychology and Speech-language Pathology as well as Postdoctoral Researcher at the Department of Teacher Education, University of Turku. Puurtinen's research focuses on the characteristics of expertise and the development of proficiency in music and history, with an emphasis on the relevant visual skills. She is a specialist of the eye-tracking methodology and its applications in educational research. Email: [email protected].

Hans Gruber is Full Professor of Educational Science at the University of Regensburg, Germany, and Visiting Professor at the Faculty of Education, University of Turku, Finland, which conferred an Honorary Doctorate to him. His research interests include professional learning, expertise, workplace learning, social network analysis and higher education. He was President of the European Association for Research on Learning and Instruction (EARLI) from 2015 to 2017. Currently he is Editor-in-Chief of the journal Educational Research Review. He is Dean of the Faculty of Psychology, Educational Science, and Sport Science at the University of Regensburg, Germany. Email: [email protected].

ORCID

Tarja-Riitta Hurme http://orcid.org/0000-0001-9812-9897

Marjaana Puurtinen http://orcid.org/0000-0003-1972-2268

Hans Gruber http://orcid.org/0000-0002-0893-2027

Additional information

Funding

This work was supported by the Academy of Finland [grant number 275929] and, for the second author, Turku Institute for Advanced Studies.