"We All Have a Little More Homework to Do:": A Constructivist Grounded Theory of Transformative Learning Processes for Practicing Music Teachers Encountering Social Justice

Autor/inn/en	Salvador, Karen; Paetz, Allison M.; Tippetts, Matthew M.
Titel	"We All Have a Little More Homework to Do:": A Constructivist Grounded Theory of Transformative Learning Processes for Practicing Music Teachers Encountering Social Justice
Quelle	In: Journal of Research in Music Education, 68 (2020) 2, S.193-215 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salvador, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429420920630
Schlagwörter	Music Education; Graduate Students; Grounded Theory; Educational Philosophy; Comparative Analysis; Constructivism (Learning); Transformative Learning; Social Justice; Music Teachers; Educational Practices; Teaching Methods; Correlation; Inclusion; Student Attitudes; Educational Change; Equal Education; Learning Processes; Course Evaluation; Course Descriptions + Suchen Sie Ihr Suchwort? Musikerziehung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bildungsphilosophie; Erziehungsphilosophie; Pädagogische Transformation; Soziale Gerechtigkeit; Music; Teacher; Teachers; Musiklehrer; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Inklusion; Schülerverhalten; Bildungsreform; Learning process; Lernprozess; Kursstrukturplan
Abstract	The purpose of this study was to investigate processes that led practicing music educators in a graduate course to examine their beliefs and practices regarding inclusion, responsiveness, equity, and justice. Using Charmaz's constructivist approach to grounded theory, we interviewed 22 participants from MUS 8XX: Philosophy of Music Education. Constant comparative analysis yielded an explanatory framework, which we presented as a model and named "transformative learning processes (TLP) for practicing music teachers encountering social justice." TLP comprises four interrelated components: "building 'Gemütlichkeit,'" "grappling with difficult material," "emotional intensity," and "course structures," with "stories" acting as a hub for each of the interconnected categories. By describing processes that led practicing teachers to examine their mindsets and plan to change their practices, TLP could provide guidance for music teacher educators at the graduate level regarding how to approach social justice topics in their teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01