A Longitudinal Perspective of Early Career Music Teachers: Contexts, Interactions, and Possible Selves

Autor/in	Dabback, William
Titel	A Longitudinal Perspective of Early Career Music Teachers: Contexts, Interactions, and Possible Selves
Quelle	In: Journal of Music Teacher Education, 27 (2018) 2, S.52-66 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/1057083717727268
Schlagwörter	Longitudinal Studies; Music Teachers; Music Education; Self Concept; Beginning Teachers; Schemata (Cognition); Teacher Motivation; Teacher Attitudes; Case Studies; Cooperating Teachers; Teacher Education; Socialization; Student Teaching; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Music; Teacher; Teachers; Musiklehrer; Musikerziehung; Selbstkonzept; Junior teacher; Junglehrer; Cognition; Schema; Kognition; Lehrerverhalten; Case study; Fallstudie; Case Study; Co-operation; Cooperation; Kooperation; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Socialisation; Sozialisation; Teaching practice; Unterrichtspraxis
Abstract	The purpose of this multiple case study was to follow the development of three music educators during their student teaching semesters and into the first years of their careers. Possible selves theory provided a framework for exploring the links between cognition, expectations, and motivation. Interviewees negotiated their social and physical contexts, which in turn shaped their self-images and conceptions of teaching and learning. Identities were constructed through personal experiences and formal study with significant others, including influential teachers, cooperating teachers, and colleagues. In these respects, classrooms served as the laboratories in which teachers learned how to build crucial relationships with their students, tested and reshaped emerging identities, and based actions and evaluation on their possible selves. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01