Abstract
This study examines the use of Artificial Intelligence (AI) in the initial training of teachers through the development of creative musical projects. The integration of AI into pedagogy has emerged as a significant trend, and the field of teacher education is no exception. This research adopts an interpretive and exploratory approach to examine how pre-service teachers and educators perceive the contributions of AI to their creative music practices. As part of their training program, pre-service teachers used software tools and AI music generators to experiment with sound and compose music for their creative music projects. Thematic analysis was conducted, focusing on insights drawn from individual reflections at the end of the training process and from group e-portfolios documenting their collaborative work. The study addresses three main research focuses: a) the challenges encountered during group music creation processes, comparing work with and without the use of generative music AI; b) the contributions and opportunities these music creation processes provided for professional teacher development; and c) how generative music AI may influence pedagogical practices in music education, particularly regarding its potential to foster creativity and autonomy, as well as its limitations. The implications of this study aim to contribute to the ongoing reflection and discussion on knowledge construction and professional learning processes in teacher education. Moreover, the study provides insights into pedagogical approaches for integrating AI into music education within teacher training programs.
Presenters
Sandrina MilhanoAssociate Professor, Education and Social Science School, Polytechnic of Leiria / CI&DEI, Portugal, Leiria, Portugal
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
ARTIFICIAL INTELLIGENCE, MUSIC EDUCATION, TEACHER EDUCATION
