Tuula Jääskeläinen (M.Ed.) has twenty years working experience at the University of Helsinki and University of the Arts Helsinki as a project coordinator, planning officer, university pedagogy lecturer, and head in Student Services.
Tuula has a general teacher qualification in the arts university pedagogy and she is specialized in human rights education. She conducts workshops for teachers in developing human rights education and countering hate speech through arts education.
Tuula is a doctoral candidate in music education in the MuTri Doctoral School in the Sibelius Academy, University of the Arts Helsinki, and in the ArtsEqual Project and CERADA. She is currently based in Brisbane, Australia, where she is an adjunct research fellow at the Queensland Conservatorium, Griffith University. Her research interests are in the field of higher education, especially experiences of learning in the music university. She has also conducted research on intercultural learning in the visual arts study program.
See my publications, presentations and teaching on my web page: https://tuulajaaskelainen.com/
Jääskeläinen, Tuula: Students’ Experienced Workload in Higher Music Education
Research-based findings of students’ experienced workload are lacking in higher music education although music students have field-related physical and psychological demands in their studies. The primary aim of this study is to examine in higher music education context in Bachelor and Master levels how students experience workload in their studies and how students’ experienced workload is related to their coping styles in different music genres. The secondary aim is to indicate how this kind of research-based knowledge can be utilised in the pedagogical development in higher music education institution by investigating in Bachelor and Master levels how classical music students’ experienced workload and coping styles are related to their conceptions of instruction.
In this study, workload in studies is scrutinized through observing students’ own experiences in workload instead of perceived, estimated or objectively measured workload. In that regard, proactive coping styles shed light on students’ strategic behaviours in stressful situations, while conceptions of instruction shed light on teacher’s pedagogical practices as perceived by the students. The empirical data will be gathered in higher music education institutions through a mixed methods design.
Research findings can be utilised in the development of teaching, curricula, study programs, and courses in higher music education. This study will also encourage students to reflect on their own experiences of workload, coping styles, and conceptions of instruction which may promote equality in pedagogical practices by supporting health, well-being and conceptual change in higher music education institutions, and in that way contribute also to the creation of a more equitable, respectful, and just society.Keywords: Conceptions of instruction; higher music education; mixed-methods; music genres; proactive coping styles; students’ experienced workload
MuTri Doctoral School, ArtsEqual Project and CERADA
Faculty of Music Education, Jazz and Folk Music
Sibelius Academy/University of the Arts Helsinki