{"id":531,"date":"2026-09-10T12:46:08","date_gmt":"2026-09-10T09:46:08","guid":{"rendered":"https:\/\/pmp.du.lv\/?page_id=531"},"modified":"2026-09-10T13:00:26","modified_gmt":"2026-09-10T10:00:26","slug":"teacher-educators-professional-development-through-remote-coteaching-in-online-piano-lesson","status":"publish","type":"page","link":"https:\/\/pmp.du.lv\/index.php\/16-2\/teacher-educators-professional-development-through-remote-coteaching-in-online-piano-lesson\/","title":{"rendered":"TEACHER EDUCATORS\u2019 PROFESSIONAL DEVELOPMENT THROUGH REMOTE COTEACHING IN ONLINE PIANO LESSON"},"content":{"rendered":"\n<p><strong>Author(s)<\/strong><\/p>\n\n\n\n<p> Lenita HIETANEN &amp; Anu SEPP &amp; Vesa TUISKU &amp; Heikki RUISM\u00c4KI<\/p>\n\n\n\n<p><strong>Abstract<\/strong><\/p>\n\n\n\n<p>At present, the idea of teachers\u2019 as well as teacher educators\u2019 professional development is widely recommended to strengthen quality education by adding benefits to students. This case study focused on one remote coteaching piano lesson between two primary school teacher trainings in Finland. The aim of the study was to find out what kind of professional development did the teacher educators notice due to the remote coteaching piano lesson. The lesson was recorded as a video, and the teacher educators\u2019 reflections and experiences were collected through an interview. Experiences of student teachers were collected using a questionnaire. The teacher educators noticed the importance of every three coteaching phase, but only coreflection seemed to enable their professional development. In coteaching, they highlighted need for openness, humbleness and recognition of own imperfection to share and receive new ideas. The main benefit the student teachers shared was the enriched content.<\/p>\n\n\n\n<p><strong>Keywords<\/strong>: Teacher educators, music education, professional development, remote\ncoteaching, primary school teacher education<\/p>\n\n\n<div id=\"wppdfemb-frame-container-536\"><iframe id=\"wppdf-emb-iframe-536\" scrolling=\"no\" data-pdf-index=\"2\" class=\"pdfembed-iframe nonfullscreen\" style=\"border: none; width:100%; max-width: 100%; min-height: 1000px;\" src=\"https:\/\/pmp.du.lv?pdfID=536&#038;url=https%3A%2F%2Fpmp.du.lv%2Fwp-content%2Fuploads%2F2026%2F09%2FLenita-HIETANEN_Anu-SEPP_Vesa-TUISKU_Heikki-RUISMAKI_pmp_2026_1.pdf&#038;index=2\" ><\/iframe><\/div>","protected":false},"excerpt":{"rendered":"<p>Author(s) Lenita HIETANEN &amp; Anu SEPP &amp; Vesa TUISKU &amp; Heikki RUISM\u00c4KI Abstract At present, the idea of teachers\u2019 as well as teacher educators\u2019 professional development is widely recommended to strengthen quality education by adding benefits to students. This case study focused on one remote coteaching piano lesson between two primary school teacher trainings in [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":16,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/pmp.du.lv\/index.php\/wp-json\/wp\/v2\/pages\/531"}],"collection":[{"href":"https:\/\/pmp.du.lv\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/pmp.du.lv\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/pmp.du.lv\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/pmp.du.lv\/index.php\/wp-json\/wp\/v2\/comments?post=531"}],"version-history":[{"count":6,"href":"https:\/\/pmp.du.lv\/index.php\/wp-json\/wp\/v2\/pages\/531\/revisions"}],"predecessor-version":[{"id":538,"href":"https:\/\/pmp.du.lv\/index.php\/wp-json\/wp\/v2\/pages\/531\/revisions\/538"}],"up":[{"embeddable":true,"href":"https:\/\/pmp.du.lv\/index.php\/wp-json\/wp\/v2\/pages\/16"}],"wp:attachment":[{"href":"https:\/\/pmp.du.lv\/index.php\/wp-json\/wp\/v2\/media?parent=531"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}