Participatory learning walks - reflective practice for the conductor-music educator

Oct 15, 2026

Uploaded by Jasmine

Learning walks can be defined as ongoing, structured classroom visits by senior teachers and other colleagues aimed at gathering data about teaching and learning through observation and interaction with students. In education, learning walks support professional learning and collegial conversations, enabling powerful teacher reflection and improved learning outcomes. This paper presents a modified participatory learning walk tailored to ensemble music education, drawing on qualitative action research and reflective practice literature, and reports a case study of “Ben,” a conductor-music educator.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Abstract

Introduction

Literature

Reflective practice

Research methodology

Participatory action research approach

Case study and findings

Participatory learning walks: reflective practice for the conductor-music educator William J. Baker University of Tasmania Heidi King John Calvin School, Launceston Abstract Learning walks can be defined as ongoing, structured classroom visits by senior teachers and other colleagues intended to gather data about teaching and learning through observation and interaction with students. Used in areas such as classroom teaching, learning walks are designed to support professional learning for educators and encourage collegial conversations. A participatory learning walk has the potential to facilitate powerful teacher reflection, inform educational practice and support improved student learning outcomes. This paper presentsa modified learning walk that encourages teacher reflection and enhances student learning in ensemble music education. In this article qualitative action research methodology, existing research into reflective practice, the nature of learning walks, and the specific context of music ensemble are each explored. Finally this paper presents the case study of‘Ben’ the conductor-music educator and his experience of participating in a learning walk program Above all, this paper seeks to generate professional discussion amongst music educators with regard to their reflective practices. Key words: reflective practice, learning walk, music ensemble. Australian Journal of Music Education 2013:2,35-45 Introduction This paper examines ‘ learning walks ’ asa mechanism for reflective practice in music education, specifically exploring the application of an adapted (participatory) learning walk model to an ensemble music education context. Learning walks, also referred to as data walks (Bloom, 2007), walkthroughs (Skretta, 2007), or learning visits (Bloom, 2007) can be defined as ongoing, structured classroom visits by senior teachers and other colleagues (Skretta, 2007), intended to gather data about teaching and learning through observation and interaction with students (Bloom, 2007) . Learning walks have been widely used in classroom settings, and are aimed at supporting professional learning for educators (Bloom, 2007) . Furthermore learning walks seek to encourage collegial conversations (Pijanowski, 2008) about teaching and learning within classroom contexts. An important aspect of the learning walk process is their focus on encouraging critical reflection (Brookfield, 1995) as a part of collegial dialogue. Learning walks are not intended for use as summative, performance measurement, although they are sometimes (mis)used as such. The Conductor-Music Educator combines the functions of both conductor and ensemble teacher (King, 2011). The conductor-music educator does more than prepare music for public performance. The conductor-music educator helps performers with their technique and assists with learning music fundamentals (Kohut & Grant, 1990) . The qualitative research presented in this paper was generated as part of a 2012 Master of Education program research project. The participatory action research approach (McIntyre, 2008) employed several data gathering procedures including surveys, focus groups and journals. Data were collected from ensemble members, learning walkers and the conductormusic educator regarding three sequential learning walks in a student music ensemble (wind orchestra) . Data were analysed through an approach that uses ‘inductive category construction”(Braun & Clarke, 2006; Hatch, 2002; Moses & Knutsen, 2007; Sarantakos, 2005) . This paper explores data collected from student members, learning walkers and the conductor-music educator about the three learning walks and the impact of these walks particularly on the conductor-music educator. In this paper literature regarding reflective practice and learning walks are presented and discussed, the adapted ‘participatory’ learning walk is introduced, the participatory action research approach and the site for the research i

FAQs

What is a learning walk and what is it intended to do?

A learning walk is an ongoing, structured set of classroom visits intended to gather data about teaching and learning through observation and student interaction. It is used to support professional learning and encourage collegial conversations.

How does a participatory learning walk differ from traditional approaches?

The paper introduces a modified participatory learning walk that encourages teacher reflection and enhances student learning in ensemble music education. It frames reflection as part of collegial dialogue.

What research approach is used in the study?

The study uses a qualitative action research methodology within a participatory action research approach. Data were collected via surveys, focus groups, and journals, then analyzed using inductive category construction.

Oct 15, 2026

Uploaded by Jasmine