Perspectives of Chinese students on studying MA Music programmes in a UK University

Autores

DOI:

https://doi.org/10.5965/2525530404022019030

Palavras-chave:

pedagogia, estudantes chineses, ensino superior de música, Internacionalização,

Resumo

O interesse contínuo no ensino superior de música no Reino Unido a partir do mercado internacional levou ao aumento do recrutamento de estudantes da China e Hong Kong; no entanto, a bolsa de estudos acadêmica focada nesse contexto pedagógico não cresceu tão rapidamente quanto o número de alunos. Este estudo qualitativo contribui para a literatura que investiga as complexidades do ensino superior de música, percebidas por estudantes da China e Hong Kong que estão inseridos em programas de mestrado em música com duração de um ano em uma universidade do Reino Unido. Entrevistas semiestruturadas com nove estudantes internacionais de pós-graduação revelaram informações sobre seus estudos anteriores na China e Hong Kong, sua escolha pelo programa no Reino Unido, apoio familiar, planos futuros e pontos de vista sobre estudos acadêmicos e de desempenho em diferentes países. Os alunos discutiram os desafios de estudar no Reino Unido em relação às habilidades de linguagem, pensamento crítico e grupo de colegas, mas também identificaram a expansão do repertório, a individualidade no desempenho, o acesso a uma ampla gama de recursos, instalações e oportunidades, e o relacionamento do supervisor como experiências positivas de aprendizado. Resultados relacionados ao pensamento autônomo, ensino acadêmico e de desempenho, autenticidade e atuação, e potencial pedagógico são relevantes para os educadores.

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Biografia do Autor

Elizabeth Haddon, Music Department, University of York, UK

Senior lecturer, Programme Leader, MA Music Education: Instrumental and vocal teaching, Music Department, University of York

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Publicado

2019-12-20

Como Citar

HADDON, E. Perspectives of Chinese students on studying MA Music programmes in a UK University. Orfeu, Florianópolis, v. 4, n. 2, p. 30-58, 2019. DOI: 10.5965/2525530404022019030. Disponível em: https://www.revistas.udesc.br/index.php/orfeu/article/view/1059652525530404022019030. Acesso em: 28 jan. 2023.