The role of the teacher in relationship-driven teaching and learning in Grade 1 Reggio-inspired Music classes

Abstract

This self-study explains the role of the teacher within relationship-driven teaching and learning in Grade 1 Reggio-inspired Music classes. Self-study research entails a personal inquiry situated within one's unique context, incorporating collaboration to support professional growth and development. This self-study included six participants: two critical friends, two Reggio Emilia specialists and two music educational experts. The researcher took on a dual role as both the investigator and the subject of inquiry. The data collection encompassed multiple sources, including 1) personal reflections from a learning journey in Reggio Emilia, Italy, 2) reflexive journal entries on the role of a Reggio-inspired music teacher within a South African educational context, 3) semi-structured interviews involving critical friends, 4) correspondence with experts on the Reggio Emilia approach, and 5) discussions with music education experts. Various forms of textual data, including exchanges with Reggio Emilia experts, transcribed semi-structured interviews and discussions with critical friends, discussions with music education experts and weekly reflection logs, were consolidated into a single heuristic unit in ATLAS.ti 24. Codes were conceptualised into categories and themes. The research process was carried out in a manner that was both dynamic and iterative. After analysing the data inductively, I noticed connections to theories and models of positive psychology in the data and, therefore, undertook the process of abduction. This self-study contains two findings chapters, one reflecting on my experiences in Italy in the town of Reggio Emilia, and one reflecting on my teaching. The findings were interpreted, and five roles of the teacher in a relationship-driven Grade 1 Reggio-inspired music class were developed. The roles of the teacher are to 1) facilitate musicking, 2) create a compassionate and inclusive classroom environment, 3) teach life skills through music activities and apply reflective practices to enhance life skills, 4) create moments for intentional connection to form relationships and to create a learner-centred classroom, and 5) be communicative because communication supports relationships, enhances a compassionate and inclusive environment and reinforces reflection and the development of life skills. Consequently, if the teacher fulfils these roles, the outcome may be an optimal learning environment where learners and teachers can flourish.