Exploring student-centred approaches in lecturing music education at Molepolole College of Education

Abstract

This study explored how music education pedagogies in Botswana colleges of education can be enhanced and broadened through the adoption of student-centred teaching approaches. A constructivist theoretical framework was used to guide the study. This theory describes various ways in which people acquire knowledge and learn, and promote active engagement of learners during the learning process. A qualitative research approach was adopted and Molepolole College of Education was used as a case study. Data was collected using three methods: semi-structured interviews with music education lecturers; evaluation of lessons by students; and a lesson observation by an independent assessor. Two qualitative data analysis techniques – the constant comparative analysis method and the narrative analysis method – were used to analyse the data, and the specific objectives of the study were adopted as the analytical and presentation framework of the study results. The overall results revealed that while music lecturers were aware of the key tenets of student-centred teaching approaches, most of them continued to use lecture-centred approaches in their teaching of music. Based on the findings of the study, the researcher recommends that: student-centred approaches are adopted as the methodology of choice in music departments, and that music lecturers should be capacitated in the form of short refresher courses and workshops on student-centred lecturing approaches. Another recommendation is that music education should be introduced at all levels of education to ensure that all students have some basic music background by the time they reach tertiary education level, and that further research should be undertaken to explore other factors that the study could not go into in detail.