Sarah Chardonnens is a professor at the Haute École Pédagogique de Fribourg, at the Institute of Curative Pedagogy of the University of Friborg as well as at the Teaching and Research Center for Teacher Training of the University of Fribourg.

 

Biography

An early musician, she began learning music (clarinet and piano) in a family, educational and musical environment. She continued her training at the Fribourg Conservatory from the age of 6. After a first distinction at the age of 14 in a regional competition, she simultaneously pursued studies in Educational Sciences and musical studies. His training and musical career took him to Switzerland and Europe (Austria, Germany, Belgium, United Kingdom, France and Italy). Concerts as a soloist, in chamber music, solo clarinetist of the Camerata Schweiz then of the Fribourgeois Chamber Orchestra for more than ten years, she recorded several discs devoted to the repertoire of her instrument, from the classical era to current music and won some competitions and scholarships from prestigious foundations in the musical field.

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Doctor in Educational Sciences, her research has as a central point the training of teachers in general and more specifically the development of musical learning according to an essentially cognitivist approach integrating neuroscience.

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Author of several popular works and scientific articles, she regularly participates in educational projects as a scientific consultant.

For several years, she has been reviewing the work of students at Hautes Écoles de Musique in French-speaking Switzerland in the fields of musical interpretation and pedagogy.

 

Research

His research focuses on the development of student autonomy, more precisely through understanding the mechanisms of the teaching posture and its impact on the development of this autonomy in joint teacher-learner action.

Through the interaction of language and music within learning, it demonstrates in particular that the learning process is favored by the verbalization of (meta)cognitive mechanisms. In her work, she approaches a detailed understanding of the teacher's posture, through the interaction between beliefs, intentions and actions.

 

Disciplines 

• Music

• Pedagogy

• Didactics

• Teacher training

 

Fields of expertise 

• Development of student autonomy

• Teacher training

• Teaching postures

• Verbalization and learning management

• Music teacher training

• Learning mechanisms

• Musical cognition

• Music and language

• Music teaching

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