17 Years in the Field: Personal and Professional Growth in the Music Classroom

Autor/in	Forrester, Summer H.
Titel	17 Years in the Field: Personal and Professional Growth in the Music Classroom
Quelle	(2016), (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Music Education; Music Teachers; Professional Identity; Identification (Psychology); Teacher Role; Faculty Development; High Schools; Secondary School Teachers; Teacher Attitudes + Suchen Sie Ihr Suchwort? Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Lehrerrolle; High school; Oberschule; Lehrerverhalten
Abstract	Identity and roles are lenses through which teachers perceive, interpret, and understand the tasks and complexities of their practice (Dolloff, 2007). Empirical research on identity in music education that suggests music educators balance and negotiate multiple identities and roles simultaneously (Austin, Isbell, & Russell, 2010; Bernard, 2005; Conkling, 2003; Dolloff, 1999, 2007; Isbell, 2008; Woodford, 2002). The purpose of this investigation was to explore the perceptions of Theo (an experienced instrumental music teacher) regarding his personal and professional identity and growth in the profession. The central research question was: How does Theo describe the various roles and identities required for practice and what types of personal and professional development does he cite as most meaningful? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01