[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593613-105":59,"doc-detail-593613-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","developing-the-music-pre-service-teacher-through-international-service-learning","Developing the music pre-service teacher through international service learning","","Service learning in tertiary education is examined as a partnership model where higher education institutions and communities co-generate knowledge. Grounded in arts-based sentipensante pedagogy and international teaching principles, the paper explores the development of music pre-service teachers through a case study of one young teacher and his supervising teacher. The study focuses on the Penang, Malaysia experience, analyzing classroom and community outcomes to assess critical reflection and teacher identity formation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-the-music-pre-service-teacher-through-international-service-learning/593613/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-the-music-pre-service-teacher-through-international-service-learning/593613.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the role of service learning in tertiary education according to the paper?","Question",{"text":112,"@type":113},"Service learning is presented as a partnership between higher education institutions and communities that co-generates knowledge.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the music pre-service teacher development examined in the study?",{"text":117,"@type":113},"The paper uses a case study of one music pre-service teacher and his supervising teacher, focusing on experiences in Penang and their impact on teaching and learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What methods are used to analyze the participants’ experiences?",{"text":121,"@type":113},"The study selects thematic discourse analysis and interviews conducted across three occasions during the Penang experience to explore themes in the data.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593613,1792625053,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Developing the music pre-service teacher through international service learning  \nAnne Power  \nUniversity of Western Sydney  \nAbstract  \nService learning in tertiary education is about partnerships between higher education institutions and communities, as co-generators of knowledge. Arts programs in service learning engage what Rendon (2009) calls sentipensante (sensing/thinking) pedagogy, in which critical examinations of ways of thinking and doing sit alongside relational contemplative practices. This paper draws inspiration from this sentipensante pedagogical framework as well as principles of teaching in international contexts (Ballard & Clanchy, 1997), and uses both frames to examine the development of music pre-service teachers in the story of one young teacher and his supervising teacher. The young male teacher participated in international service learning in Penang, Malaysia. The paper sets out to highlight the benefit that such a case study can provide by critically examining the experiences ofthe pre-service teacher in the classroom and the community.  \nKey words: Arts-based service learning, pre-service music teaching, critical reflection.  \nAustralian Journal of Music Education 2013:2,64-70  \nThe University of Western Sydney service learning program  \nIn the Master of Teaching Secondary Course, the program‘Professional Experience 3’(known as PE3) atthe University of Western Sydney (UWS) involves pre-service teachers completing 60 hours of work in a service learning context. Local partners include state government departments, non-government organisations and an array of educational and community sites, collaborating with pre-service teachers in co-constructing knowledge (Jameson, Clayton & Jaeger, 2010) . In community servicelearning projects, participants can come to understand the benefits of giving back to the communities in which they work whilst becoming critical thinking individuals (Molnar, 2010) .  \nEach year up to 500 students complete a PE3 placement before beginning work as teachers.  \nThrough written reflection, pre-service teachers learn to engage in critical self-monitoring as they attend to their learning experiences. They write their experiences and shape their professional identities as they develop and refine their teaching philosophy. Engagement with service learning has positive effects on pre-service teachers’ sense of social responsibility, enabling them to work positively in a range of settings (Kahne, Westheimer & Rogers, 2000) . Frequently, they utilise project-based learning, which has been found to be a powerful motivation for adolescents (Munns, Arthur, Downes, Gregson, Power, Sawyer, Singh, Thistleton-Martin & Steele, 2006). The PE3 program is distinctive in that it is embedded in a graduate entry program and is a mandatory unit of study, requiring pre-service teachers to reflect on their experiences, making reference to learning in a real context. The  \nuniversity also offers international experiencesand one of these is to Penang, Malaysia.  \nIn Penang, the pre-service teachers are accommodated at Southeast Asian Minister of Education Organisation (SEAMEO) Regional Centre for Education in Science and Mathematics (RECSAM) in an arrangement that has been in place for eight years. They teach in schools that have been assigned by the Penang State Education Department (JPN)– the organisation that oversees school education. The school where Josh, a music pre-service teacher was assigned was SMK Bukit Jambul, where the music program is very performance-based and where music pre-service teachers have previously attended. The school is one that is called on to host official events such as the 2013 seminar for teachers in the official language, Bahasa Melayu, for which the school provided performances in traditional dance and song.  \nThe pre-service teachers who apply to participate in the Penang program provide a detailed statement about their reasons for wanting to teach for a short time in a","cbCailrzHzbpomZx","https://ap.wps.com/l/cbCailrzHzbpomZx","pdf",116756,"English","# The University of Western Sydney service learning program\n## Research participants\n## Gathering the stories","[{\"question\":\"What is the role of service learning in tertiary education according to the paper?\",\"answer\":\"Service learning is presented as a partnership between higher education institutions and communities that co-generates knowledge.\"},{\"question\":\"How is the music pre-service teacher development examined in the study?\",\"answer\":\"The paper uses a case study of one music pre-service teacher and his supervising teacher, focusing on experiences in Penang and their impact on teaching and learning.\"},{\"question\":\"What methods are used to analyze the participants’ experiences?\",\"answer\":\"The study selects thematic discourse analysis and interviews conducted across three occasions during the Penang experience to explore themes in the data.\"}]","Developing the music pre-service teacher through international service learning | PDF",1792077571,18]