I Can Hardly Wait to See What I Am Going to Do Today: Lesson Planning Perspectives of Experienced Band Teachers

Autor/in	Shaw, Ryan D.
Titel	I Can Hardly Wait to See What I Am Going to Do Today: Lesson Planning Perspectives of Experienced Band Teachers
Quelle	In: Contributions to Music Education, 42 (2017), S.129-151 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0190-4922
Schlagwörter	Lesson Plans; Music; Music Education; Music Teachers; Comparative Analysis; Experienced Teachers; Secondary School Teachers; Teaching Experience; Case Studies; Semi Structured Interviews; Focus Groups; Qualitative Research + Suchen Sie Ihr Suchwort? Lesson planning; Unterrichtsplanung; Musik; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Case study; Fallstudie; Case Study; Qualitative Forschung
Abstract	The purpose of this study was to investigate the lesson planning practices of three experienced band teachers at the high school level. For the purposes of this study, experienced teachers were those with 25 or more years of teaching experience. Research questions were: (a) how do experienced high school band teachers plan for teaching, and (b) how do they draw meaning from the lesson planning process? The study employed a comparative case study design to provide rich, detailed description of both planning processes and the meaning attached. Data sources consisted of lesson planning artifacts, a focus group interview, and individual interviews. Findings suggested that participants' planning was multi-layered, nested, linked to reflection, and flexible. Participants regarded lesson planning as important but rejected prescribed lesson plan formats. Recommendations for future research and implications for practice are discussed. (As Provided).
Anmerkungen	Ohio Music Education Association. Cleveland State University, 2121 Euclid Avenue MU332, Cleveland, OH 44115. e-mail: member_services@omea-ohio.org; Web site: http://www.omea-ohio.org/v3_resources/v3_resources/cme.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01