Developing Our Policy Know-How: Why Policy Should Be Part of Music Educator Identity

Autor/in	Schmidt, Patrick
Titel	Developing Our Policy Know-How: Why Policy Should Be Part of Music Educator Identity
Quelle	In: Music Educators Journal, 107 (2020) 1, S.24-30 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schmidt, Patrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0027-4321
DOI	10.1177/0027432120929072
Schlagwörter	Educational Policy; Music Teachers; Professional Identity; Advocacy; Policy Formation; Teacher Attitudes; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Music; Teacher; Teachers; Musiklehrer; Sozialanwaltschaft; Politische Betätigung; Lehrerverhalten
Abstract	Policy is a critical practice that can be a valuable companion to music educators--alongside their pedagogical and content knowledge. This outlook challenges the position that teachers are subject to policy, reclaiming the necessity and value for teachers to see themselves as policy partners or policymakers in practice. The article explores three premises: (1) Today more than ever, policy matters; (2) there are important distinctions between policy and advocacy, and we should understand them and be engaged in both; and (3) expanding music teachers' policy know-how can positively impact the role they play in school communities. The article offers pathways for policy thinking and action--policy know-how--as a significant element in the education and the professional life of music educators. (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	2024/1/01