Relevant bibliographies by topics / Professionalization of music teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Professionalization of music teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Professionalization of music teachers.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Professionalization of music teachers"

1

Russell, Dave. "Key Workers: Toward an Occupational History of the Private Music Teacher in England and Wales, c.1861–c.1921." Royal Musical Association Research Chronicle 47 (2016): 145–72. http://dx.doi.org/10.1080/14723808.2016.1140369.

Full text
Abstract:
Making particular use of material drawn from the Census of England and Wales, this article confirms that music teaching was above all an urban activity, increasingly dominated by women, albeit with some local variation, and that the highest provision of teaching was invariably in middle-class areas. Seaside resorts and suburbia were especially prominent market locations by the early twentieth century, with the south-east particularly favoured. The often-derided part-time teacher is shown to have been a key figure in working-class communities. While teachers showed little interest in formal professionalization, it is argued that they were probably better paid than has been assumed and were able at least to maintain a social position within the lower-middle and skilled working classes that most were born into. Although women's careers were frequently short, for a growing minority, music teaching was a serious career option. It is suggested that teachers met contemporary needs rather more effectively than some have claimed.
APA, Harvard, Vancouver, ISO, and other styles
2

Xu, Peng. "The Music Teacher: The Professionalization of Singing and the Development of Erotic Vocal Style During Late Ming China." Harvard Journal of Asiatic Studies 75, no. 2 (2015): 259–97. http://dx.doi.org/10.1353/jas.2015.0016.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Wardoyo, Cipto, Aulia Herdiani, Nurdian Susilowati, and Muhammad Syahril Harahap. "Professionalism and professionalization of early stage teachers in higher education." Journal of Applied Research in Higher Education 12, no. 5 (February 25, 2020): 1175–87. http://dx.doi.org/10.1108/jarhe-04-2019-0100.

Full text
Abstract:
PurposeThe aim of the study is to test whether an increase in professionalism has a reciprocal relationship with the professionalization of early-stage lecturers.Design/methodology/approachResearch with the topic of professionalism and professionalization of educators does not consider the reciprocal relationship. Most research only test the one-way relationship between professionalism and professionalization as the consequence of the application of government policies on colleges. Analysis in this research was carried out on the perspectives of early-stage lecturers on professionalism and professionalization, each conducted reciprocally for period tn from tn−1.FindingsIn the initial period of the profession, lecturers will tend to work hard to increase the competence and income they possess. The achieved increase in competence is based on the demand to develop professionalism, while the increase in income is based more on the demands of individual needs. In general, an increase in the professionalism of lecturers will be followed by an increase in income (professionalization). However, at some point, this increase in professionalism will experience stagnation, although the professionalization they possess continues to increase.Research limitations/implicationsThe data of material used in this research only consist of estimated figures from each respondent, while the components of appreciation for lecturers may vary depending on their respective institutions.Originality/valuePrevious studies have extensively observed the determinants of teachers’ professionalism and professionalization; however, how professionalism and professionalization reciprocally influence each other in terms of career periods has not been taken into account.
APA, Harvard, Vancouver, ISO, and other styles
4

Liu, Chuan Jin. "Research on Professional Development of PE Teachers from the View of Modern Educational Technology." Advanced Materials Research 187 (February 2011): 122–26. http://dx.doi.org/10.4028/www.scientific.net/amr.187.122.

Full text
Abstract:
With the development of educational information, education capability has become an important tool to measure teachers’ professional level. Nowadays, modern educational technology can not only provide modern means for PE teaching but also accelerate the process of PE teacher’s professionalization. This paper starts from the relation between content of PE teacher’s professionalization and modern educational technology, explores the requirements of modern educational technology for PE teacher’s professionalization and analyzes new features of its development under the environment of modern educational technology.
APA, Harvard, Vancouver, ISO, and other styles
5

Nurtug, Bariseri Ahmethan, and Bahar Yigit Vahide. "Preservice music teachers` perception of their music teachers." Educational Research and Reviews 12, no. 7 (April 10, 2017): 432–41. http://dx.doi.org/10.5897/err2017.3153.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Zuzovsky, Ruth, and Smadar Donitsa-Schmidt. "Professionalization and Professionalism of Teaching and Teachers in Israel." Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN, no. 1(13) (2020): 55–62. http://dx.doi.org/10.15290/parezja.2020.13.06.

Full text
Abstract:
The paper describes the main national-level policy actions and initiatives taken over four decades, from the 1980s to the present, to promote the professionalization of teaching in Israel and enhance the professionalism of Israeli teachers. It also includes a critical reflection on the success of these measures.
APA, Harvard, Vancouver, ISO, and other styles
7

Gerich, Mara, Simone Bruder, Silke Hertel, Monika Trittel, and Bernhard Schmitz. "What Skills and Abilities Are Essential for Counseling on Learning Difficulties and Learning Strategies?" Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 47, no. 2 (April 2015): 62–71. http://dx.doi.org/10.1026/0049-8637/a000127.

Full text
Abstract:
Counseling parents in supporting their children’s learning processes is increasingly emphasized in research on parental involvement and teacher professionalization as a central task of teachers. However, to date there have been few approaches of developing theoretical or psychometric models that describe the internal structure of teachers’ counseling competence in terms of specific skills and abilities as well as of explaining inter-individual differences. The purpose of the current study was to establish a model of teachers’ counseling competence in parent–teacher talks concerning students’ learning difficulties and learning strategies. In all, 357 teachers participated in the study, which was conducted by means of a scenario test. Structural equation modeling revealed the appropriateness of a second-order, four-dimensional model. Results provide numerous implications for teacher education and future research on teacher professionalization.
APA, Harvard, Vancouver, ISO, and other styles
8

Lin, Ke. "British Experience of Teacher Professionalization in Citizenship Education." Beijing International Review of Education 1, no. 2-3 (June 29, 2019): 353–77. http://dx.doi.org/10.1163/25902539-00102017.

Full text
Abstract:
This paper reviews British experience of inspiring and educating teachers in Citizenship Education. It is based on a case study undertaken at ucl-ioe where provides diverse and distinctive teacher training programmes. The study firstly provides an overview on the National Curriculum for Citizenship and teacher education in England. Then it introduces three types of programmes related to citizenship education at ucl-ioe, in which the author used to work as both a teaching assistant and participant researcher. By reviewing relevant documents (e.g. curriculum frameworks with teacher’s guide, programme handbooks, academic literature, and participants’ evaluation), the study analyses a multi-levelled structure of teacher education for citizenship at ucl-ioe, which consists of fundamental programme for concept and theory learning, specialised programme for subject and pedagogy learning both at the institute and schools, and practical programme for project-based learning cooperating with social organisations. The study further discusses how the university-led programmes could encourage and prepare teachers for their devotion into citizenship education, and argues for a comprehensive, interdisciplinary and participatory model to be implemented. The paper concludes that a high-quality teacher education for citizenship must help both pre-service and in-service teachers to develop subject-based, pedagogical and transferable competence.
APA, Harvard, Vancouver, ISO, and other styles
9

García-Martínez, Inmaculada, José María Fernández-Batanero, David Cobos Sanchiz, and Antonio Luque de la Rosa. "Using Mobile Devices for Improving Learning Outcomes and Teachers’ Professionalization." Sustainability 11, no. 24 (December 5, 2019): 6917. http://dx.doi.org/10.3390/su11246917.

Full text
Abstract:
Teaching in higher education is changing due to the influence of technology. More and more technological tools are replacing old teaching methods and strategies. Thus, mobile devices are being positioned as a key tool for new ways of understanding educational practices. The present paper responds to a systematic review about the benefits that mobile devices have for university students’ learning. Using inclusion and exclusion criteria in the Web of Science and Scopus databases, 16 articles were selected to argue why Mobile learning (Mlearning) has become a modern innovative approach. The results point to an improvement in students’ learning through Mlearning, factors that encourage the use of mobile devices in universities have been identified, and effective mobile applications in improving teaching and learning processes have been presented. The inclusion of this methodology requires a new role for teachers, whose characterization is also specified.
APA, Harvard, Vancouver, ISO, and other styles
10

Brand, Manny. "Master music Teachers." Music Educators Journal 77, no. 2 (October 1990): 22–25. http://dx.doi.org/10.2307/3397811.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Professionalization of music teachers"

1

Abreu, Delmary Vasconcelos de. "Tornar-se professor de música na educação básica : um estudo a partir de narrativas de professores." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/31430.

Full text
Abstract:
Esta pesquisa teve como objetivo geral investigar como professores licenciados em outras áreas do conhecimento – Ploa se tornam professores de música na educação básica. Como objetivos específicos, busquei: compreender como esses professores se inseriram na Rede Municipal de Ensino de Sinop – Remes como professores de música; como ensinam música na escola e como se veem como professores de música na escola. O referencial teórico do trabalho está fundamentado em conceitos de profissionalização dos educadores Antonio Nóvoa e Betânia Ramalho, Isauro Núñez e Clermont Gauthier, e na perspectiva teórica – teoria ator-rede desenvolvida por Bruno Latour. Os princípios desenvolvidos por Bruno Latour complementam o conceito de profissionalização no que se refere ao aspecto do profissionismo. O método utilizado foi a abordagem biográfica, mais especificamente as narrativas. A estratégia de pesquisa utilizada foi a entrevista narrativa, denominada no trabalho como narrativas de profissionalização. O estudo foi realizado com dez professores que atuam na Remes. A análise indica que a profissionalização se constitui como uma narrativa. A narrativa de profissionalização é um processo de ações minúsculas praticadas pelos docentes no interior de seus contextos. Essas ações, que vão constituindo os professores em profissionais, são geradas pelas necessidades do contexto. Os professores constroem a sua profissionalização tecendo uma relação singular-plural com o contexto escolar. Os professores constroem modos distintos de ensinar música e criam estratégias de ação que lhes possibilitam arregimentar aliados para que continuem o seu processo de vir a ser professores de música na escola. A pesquisa contribui para que a área de educação musical possa ampliar os conceitos sobre a profissionalização de professores que atuam com o ensino de música nas escolas de educação básica. Dar visibilidade às práticas músico-educacionais vividas pelos professores no contexto escolar indica dimensões do vir a ser professor de música. Um dos caminhos que esta pesquisa aponta é que, para tornar-se professor de música na educação básica, é necessário tomar a profissionalização como uma narrativa.
This research aimed at investigating how teachers undergraduate in other areas of knowledge become music teachers in schools of basic education. More specifically, it aimed to understand how these teachers entered in the educational municipal system of the city of Sinop, Mato Grosso, mid-western Brazil; how they teach music at schools and how they see themselves as school music teachers. The theoretical framework was constituted by the concepts of professionalization elaborated by Antonio Nóvoa and Betânia Ramalho, Isauro Núñez and Clermont Gauthier and the theoretical perspective – actor-network theory developed by Bruno Latour, whose principles complement the concept of professionalization. The research adopted a biographical approach, specifically that of the narratives. The research technique used was the narrative interview, called as narratives of professionalization. The study was carried out with ten teachers of the municipal system of Sinop. The analysis indicates that the professionalization is constituted as a narrative. The narrative of professionalization is a process constituted by narrow actions carried out by the teachers in the contexts where they work. These actions, which constitute the teachers as professionals, are generated by the needs of the context. The teachers build their professionalization through weaving a singular-plural relationship with the school context. They elaborate distinct modes of teaching music and create strategies for action that allows them to gather allies to continue their process of becoming music teachers at school. The research contributes to the field of music education through broadening the concepts about the professionalization of teachers who work with music education in the schools. Furthermore, the process of making visible the practices of music education lived by the teachers in the school context indicates dimensions of how one comes to be a music teacher. The research concludes that, in order to become a music teacher in the school of basic education, it is necessary to conceive, and to live, the professionalization as a narrative.
APA, Harvard, Vancouver, ISO, and other styles
2

Macedo, Vanilda Lídia Ferreira de. "Imagens da docência de música na educação básica : uma análise de textos da Revista da ABEM (1992-2013)." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/122555.

Full text
Abstract:
Esta pesquisa tem como objetivo compreender as imagens da docência de música na educação básica que emergem da literatura da área de educação musical. Fundamentado no conceito de profissionalização docente e em princípios da hermenêutica, o trabalho adota como estratégia de pesquisa a análise textual, tomando como objeto empírico 111 textos da Revista da ABEM, publicados entre 1992 e 2013. Os resultados indicam que a docência é abordada pela literatura a partir de uma diversidade de autores, instituições, procedimentos de produção, bases e fontes teóricas, além de uma multiplicidade de campos temáticos. A literatura sugere um interesse abrangente da área sobre a docência, ao mesmo tempo em que sinaliza uma possível dispersão em relação à produção sobre o tema ao longo dos vinte e um anos da publicação analisada. Predomina na literatura analisada o viés da formação e a permanência de pares, quais sejam, formação e atuação, teoria e prática, universidade e escola, saberes musicais e saberes pedagógicos, como dimensões a serem equilibradas e tratadas de modo conjunto e complementar. Conclui-se que, ao valorizar determinados aspectos – como garantias legais para a presença do ensino de música na escola; formação específica em música; reconhecimento dos sentidos da docência de música na formação das pessoas; presença de profissionais qualificados; e ações para a garantia do espaço do ensino de música nas escolas –, a área parece buscar a profissionalização docente. Porém, contradições percebidas na própria literatura, no que diz respeito a uma série de fundamentos e princípios que são propostos e à escassez de pesquisas sobre as realidades escolares, podem caracterizar a desprofissionalização da docência. As imagens da docência de música na educação básica que emergem da literatura analisada parecem se constituir a partir dessa dualidade: de um lado, uma idealização da profissão; de outro lado, as ausências: o que a própria literatura parece não apresentar, na direção daquilo que ela mesma sugere. Essa dualidade é expressa ao final do trabalho por meio de uma alegoria, a partir de duas cartas do tarô egípcio: O Mago e O Louco.
This research aims to understand the images of music teaching in basic education that emerge from the literature of music education. Based on the concept of professionalization and principles of hermeneutics, this work adopts the textual analysis as its research strategy. 111 papers published between 1992 and 2013 in Revista da ABEM (Brazilian Association of Music Education), the main journal of music education in Brazil, have been selected so far. The results indicate that teaching is addressed in the literature from a variety of authors, institutions, ways of elaborating the texts and theoretical basis and sources, and a plurality of thematic areas. This suggests a broad interest in teaching, but, at the same time, a possible dispersion of the production on the subject over the period under analysis. A tendency to treat teaching from the perspective of teachers’ education was identified, as well as the presence of some pairs, such as education and professional activity, theory and practice, university and school, musical knowledge and pedagogical knowledge, as dimensions to be balanced and treated together and in a complementary way. It follows that, by emphasizing certain aspects – such as legal guarantees for the presence of music education at school; specific training in music; recognition of the meanings of music teaching to people’s education; presence of qualified professionals; and actions to guarantee the space of music education in schools – the area seems to pursue the teacher professionalization. However, some contradictions in the literature itself were perceived, regarding some fundamentals and principles that are proposed and the lack of research about the school realities, that can characterize the deprofessionalization of teaching. The images of music teaching in basic education that emerge from the literature seem to be constituted from a duality: on the one hand, an idealization of the profession; on the other hand, some absences: what the literature itself seems not to present, in the direction of what it suggests. This duality is expressed at the end of this work through an allegory, from two cards from the Egyptian Tarot: The Magician and The Fool.
APA, Harvard, Vancouver, ISO, and other styles
3

Hu, Shaowei, and 胡少偉. "Professionalization of teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31959143.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wu, Siu-wai. "Professionalization of teachers in Hong Kong." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597559.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Juozaitis, Aurimas Marijus. "Professionalization of adult teachers through the development of andragogical." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20081229_092734-88342.

Full text
Abstract:
The process of adult teachers’ professionalization through the development of andragogical practice is analyzed in the dissertation. The need for professionally working adult teachers in current years is growing very rapidly not only due to European Union policy in adult education and economical and social development of the country, but also due to coming huge investments into human resources through European structural funds in the country. The dissertation is seeking for such answers: what kind of adult teachers’ abilities are essential for their profession; what is the most effective way in development of those abilities. In the development of the set of abilities for andragog practitioner there was made both profound analysis of andragogical theories and professional requirements for adult teachers. The set of abilities was divided into general and special abilities groups. The dissertation examines various professional development forms. The structures for optimal developmental programs are discussed also. The model, based upon the pre-set abilities of andragog practitioner, for non-formal adult teachers learning, which covers self-assessment of abilities, non-formal learning module, practice and assessment is developed. Empirical research shows how were developed adult teachers abilities due to their participation in the model’s activities. There is discussed influence of non-formal adult teacher model for professionalization of adult teachers’; conclusions and... [to full text]
Disertacijoje analizuojamos suaugusiųjų mokytojų profesionalizacijos procesas tobulinant pastarųjų andragoginę veiklą. Profesionaliai dirbančių suaugusiųjų mokytojų poreikis pastaraisiais metais auga nepaprastai sparčiai ir tai susiję ne tik su Europos Sąjungos politiniais sprendimais suaugusiųjų švietimo klausimais, bet ir su ūkio bei socialine plėtra šalyje, o taip pat ateinančiomis gausiomis investicijomis į suaugusiųjų žmonių mokymą ir lavinimą Europos struktūrinių fondų dėka. Disertacijoje ieškoma atsakymo į tokius klausimus: kokie suaugusiųjų mokytojų gebėjimai yra svarbiausi apibrėžiant jų profesionalią veiklą; koks būdas yra efektyviausias lavinant šiuos gebėjimus Disertacijoje, remiantis išsamia tiek andragoginių teorijų, tiek profesinių reikalavimų suaugusiųjų mokytojams analize, išskiriami andragogo praktiko gebėjimai. Pastarieji skirstomi į dvi grupes: bendrieji ir specialieji gebėjimai. Disertacijoje nagrinėjamos įvairios profesinio tobulinimosi formos, aptariamos optimalios tobulinimo programų struktūros. Remiantis išskirtais gebėjimais yra formuojamas neformaliojo suaugusiųjų mokytojų mokymosi modelis, apimantis gebėjimų įsivertinimą, neformaliojo mokymosi modulį, praktinę veiklą ir vertinimą. Atliktas empirinis tyrimas parodo kaip kito suaugusiųjų mokytojų įsivertinti gebėjimai dėl jų dalyvavimo modelio veiklose. Aptariamas sukurtojo neformaliojo suaugusiųjų mokytojų mokymosi modelio poveikis suaugusiųjų mokytojų profesionalizacijai, pateikiamos išvados bei... [toliau žr. visą tekstą]
APA, Harvard, Vancouver, ISO, and other styles
6

Russell, Cinda Tattrie. "The socialization and professionalization of teachers: A case study." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186673.

Full text
Abstract:
As members of the general public lament the lack of success in America's public schools, those responsible for the educational program begin to look to teachers for improvement in student outcomes. Blending teachers with leadership in this enterprise presents special challenges to governing boards and administrators. The research asks these questions: (1) How do teachers exercise leadership? (2) What roles do teachers assume when leadership opportunities are presented? (3) What constraints prevent teachers from achieving success in leadership roles? This qualitative research looks at a team of six teachers and a principal who were hired by the governing board of a suburban school district in a southwestern state to plan the program for the first high school in the district. The planning was to include decisions about administration, budgeting, curriculum, personnel and school culture. Basing their plans on ideas from Systems Thinking and Coalition of Essential Schools, the Planners attempted to incorporate concepts such as teacher-as-facilitator, student as manager of learning, less is more, personalization of student contact with adults, and authentic assessment, including portfolios and performance based competencies. The eighteen month participant observation provided the researcher with interview opportunities, a complete set of planning documents and nearly a thousand pages of script from meetings attended. Coding the data by behavioral characteristics outlined in the literature on Effective Schools, the researcher found that teachers do not assume leadership roles in the same way that principals fulfill that role. When teachers leave the classroom to assume administrative functions, they are constrained by ambiguity from supervisors, lack role definition, negative community influences, and gender biases. More importantly, their inability to communicate either a decision-making process or the political language necessary to overcome these constraints forced them to retreat to the comfort of their teacher roles.
APA, Harvard, Vancouver, ISO, and other styles
7

Cain, Timothy. "Mentoring trainee music teachers." Thesis, University of Southampton, 2006. https://eprints.soton.ac.uk/192637/.

Full text
Abstract:
This study analyses the relationships between Secondary school music trainee teachers and the mentors who are primarily responsible for training them to teach music. The methodology was an in-depth collective case study of a sample of trainee music teachers and their mentors, adopting primarily the methods of non-participant observations and interviews. The study is located within a review of pertinent theories of mentoring and an analysis of empirical research. This analysis compares studies of ITT mentoring in different contexts, and demonstrates that, despite the diversity of mentoring practice, research has produced findings which are consistent across two or more studies. The collective case study consists of five individual cases ofmentoring relationships, each of which is presented so as to preserve its individuality. The talk in meetings between trainees and their mentors is then analyzed drawing on Mercer's (1995) typology of classroom talk as exploratory, cumulative and disputational. The analysis shows that exploratory talk has an underlying structure which is missing in cumulative and disputational talk. Analysis ofthe talk also reveals three further types of conversation between mentors and their trainees which are characterised as solo conversations, short conversations and parallel monologues. The study has two major conclusions: first, that in mentoring conversations exploratory talk is more likely to promote productive reflection than other types of talk, and second, that the potential for exploratory talk to promote reflection may not be fully realised by music mentors.
APA, Harvard, Vancouver, ISO, and other styles
8

Haney, Jan Ellen. "The influence of professionalization on the recruitment of prospective teachers as perceived by Texas teachers of the year." Texas A&M University, 2003. http://hdl.handle.net/1969.1/2467.

Full text
Abstract:
This study focused on teacher professionalization as it relates to the recruitment of teachers. Five aspects of professionalization were selected from the literature that might influence a prospective teacher to consider a career in education: compensation, credentialing, collaboration, professional development, and autonomy. The broad emphasis of this research was to create awareness among educators of their roles in promoting the profession of teaching. By collecting and analyzing the perceptions of some of the most recognized teachers, regional and state Teachers of the Year, issues that had not previously been studied were confronted and analyzed. Major research findings for the study indicated: ?? Teachers perceive that increased financial benefits, improved public perception of teachers, and positive school culture encourage prospective teachers to consider careers in teaching. ?? A majority of the teachers surveyed reported that they frequently participate in recruitment activities by sharing information on the intrinsic rewards of their careers, by identifying qualities in another person that might lead to the choice of a teaching career, and by telling that person that they would be a good teacher. Based on the findings of the study, researcher recommendations include: ?? Salary schedules should be addressed to include opportunities for teachers to be promoted, yet remain in the classroom. ?? Teachers should inspire secondary students to consider careers in education by participating in career day initiatives. ?? Teachers should invite the media into their classrooms and speak to community groups to promote the profession. ?? Teachers should write op-ed pieces for the newspapers about their profession. ?? Those teachers who have left the profession for family obligations may be lured back into teaching by expanded job-sharing opportunities, part-time positions, and district-managed day care. ?? An intense initiative should be inaugurated to encourage teachers to eliminate negative discussions about the profession. ?? Initiatives that demonstrate public appreciation and acknowledgment of the value of the profession should be implemented.
APA, Harvard, Vancouver, ISO, and other styles
9

Tsehaye, Adiam. "Teacher Professionalism and New Public Management: a Study of Teachers Sense of Professionalism in Swedish Ethnic Segregated Schools." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-231043.

Full text
Abstract:
The aim of this thesis is to examine the impact of new public management (NPM) reforms on teacher professionalism in Swedish ethnic segregated schools. As a result of the various NPM reforms implemented in the education sector, the work of teachers has changed considerably in the last twenty years. The introduction of the new form of control has intensified the work load of professional teachers and led to standardization of teaching. Some scholars argue that NPM has led to professional losing control of their work resulting in de-professionalization of teachers while others argue that professional might acquire new skills that enhance their professionalism leading to re-professionalization. The theoretical basis for the thesis is Evetts (2009) occupational and organizational professionalism which is used to investigate the links between NPM and professionalism in the contexts of the public services professionals. The empirical study consists of five semi structured interviews with teachers working in four ethnic segregated schools. The findings show that teachers working in ethnic segregated schools encounter a challenging teaching environment that affects their teaching quality and diminish their professional autonomy. The result indicates the expansion of organizational professionalism and the demise of occupational professionalism. The only aspect of occupational professional that is apparent in this study is collegial relations. Moreover the findings of this study indicate the tendency towards de-professionalization.
APA, Harvard, Vancouver, ISO, and other styles
10

MURY, RITA DE CASSIA XIMENES. "PROFESSIONALIZATION OF TEACHERS IN ESCOLA DA LADEIRA: BETWEEN STORIES AND TRAJECTORIES, THE POSSIBLE WAY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=18162@1.

Full text
Abstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
Este trabalho objetivou lançar luz sobre o processo de profissionalização docente marcado pela atuação em escolas privadas que atendem aos setores populares da sociedade a partir das histórias de vida de seus professores. Para isso, foram entrevistadas onze professoras atuantes numa dessas escolas, situada na Zona Sul da cidade do Rio de Janeiro. Olhando para as trajetórias percorridas por essas professoras, buscando convergências nas particularidades, foi possível perceber como a identidade profissional de cada uma é construída no caminhar, na trilha a qual aderiram a partir de suas muitas experiências pessoais e profissionais. Neste sentido, o trabalho incide, inicialmente, sobre a vida dessas professoras, descortinando o fato de que esse grupo fez do magistério a escolha possível, passando por um processo de aderência à profissão durante sua formação ou já em sua atuação profissional, dando novo sentido à ideia de vocação. Discute, então, a prática pedagógica do corpo docente nesse contexto, marcada pela ênfase na transmissão de conteúdos, na manutenção de atividades rotineiras e no trabalho solitário de cada profissional. Apresenta, ainda, a força das relações pessoais estabelecidas entre direção e corpo docente e analisa aspectos relativos às condições de trabalho nessa escola. Dessa forma, busca compreender a posse, por parte dessas professoras, de um capital pedagógico específico e a constituição de um habitus profissional em constante adaptação. Finalmente, problematiza a profissionalização docente nesse tipo de escola, trazendo à tona aspectos que aproximam e outros que distanciam esse corpo docente do imaginário relativo à docência nas escolas privadas.
This study aimed to shed light on the process of professionalization of teachers marked by the performance in private schools that cater to the popular sectors of society from the life stories of their teachers. For this, we interviewed eleven teachers working in these schools, located in the southern city of Rio de Janeiro. Looking at the trajectories followed by these teachers, looking for convergence in particular, it was possible to see how the professional identity of each is built on the walk, which joined the trail from his many personal and professional experiences. In this sense, the work focuses initially on the lives of these teachers, revealing the fact that this group made the choice of teaching as possible, through a process of attachment to the profession during their education or already in their professional development, giving new meaning the idea of vocation. Then discusses the pedagogical practice of faculty in this context, with the emphasis on content delivery, maintenance of routine activities and in the solitary work of each professional. It also presents the strength of personal relationships established between faculty and management and examines issues related to working conditions at the school. Thus, it seeks to understand the possession, by these teachers, of a specific pedagogical capital and the creation of a professional habitus constantly adapting. Finally, it analyzes the professionalization of teachers in this school, bringing up points that approximate and others that separate this faculty of imagination on the teaching in private schools.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Professionalization of music teachers"

1

David, Johnson, and Maclean Rupert, eds. Teaching: Professionalization, development and leadership. New York: Springer, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

And sadly teach: Teacher education and professionalization in American culture. Madison, Wis: University of Wisconsin Press, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ingersoll, Richard M. Teacher professionalization and teacher commitment: A multilevel analysis. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Gender, class, and the professionalization of Russian city teachers, 1860-1914. Pittsburgh: University of Pittsburgh Press, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Nabeel, Alsalam, and National Center for Education Statistics., eds. Teacher professionalization and teacher commitment: A multilevel analysis, SASS. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ciwar, A. M. Teachers registration as a vehicle for professionalization of teaching: Prospect and challenges. Lagos: Nigerian Academy of Education, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ciwar, A. M. Teachers registration as a vehicle for professionalization of teaching: Prospect and challenges. Lagos: Nigerian Academy of Education, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ciwar, A. M. Teachers registration as a vehicle for professionalization of teaching: Prospect and challenges. Lagos: Nigerian Academy of Education, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ciwar, A. M. Teachers registration as a vehicle for professionalization of teaching: Prospect and challenges. Lagos: Nigerian Academy of Education, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Froehlich, Hildegard C., and Gareth Dylan Smith. Sociology for Music Teachers. Second edition. | New York ; London : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315402345.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Professionalization of music teachers"

1

Bonnet, Andreas, and Stephan Breidbach. "CLIL teachers’ professionalization." In Language Learning & Language Teaching, 269–85. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/lllt.47.16bon.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sachs, Joel. "London: the Professionalization of Music." In The Early Romantic Era, 201–35. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-11297-5_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Zhao, Ziqun, and Lianwei Lu. "China’s TVET Teachers and Their Professionalization." In International Perspectives on Teachers and Lecturers in Technical and Vocational Education, 55–75. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5704-5_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Maccario, Daniela. "Professionalization of Teachers and Problematization Processes." In Employability & Competences, 193–204. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.26.

Full text
Abstract:
This article presents the path and the results of research aimed at developing innovative teaching approaches in the context of academic courses for in-service teachers as regards their professional training
APA, Harvard, Vancouver, ISO, and other styles
5

Bolam, Ray. "Professional Learning Communities and Teachers' Professional Development." In Teaching: Professionalization, Development and Leadership, 159–79. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8186-6_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Broadfoot, Patricia. "Comparative Perspectives on the Changing Roles of Teachers." In Teaching: Professionalization, Development and Leadership, 263–70. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8186-6_17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Williamson, John, and Marion Myhill. "Under ‘Constant Bombardment’: Work Intensification and the Teachers' Role." In Teaching: Professionalization, Development and Leadership, 25–43. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8186-6_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Entwistle, Harold. "The Place of Theory in the Professional Training of Teachers." In Teaching: Professionalization, Development and Leadership, 255–62. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8186-6_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Johnson, David. "The Enablement of Teachers in the Developing World: Comparative Policy Perspectives." In Teaching: Professionalization, Development and Leadership, 139–55. Dordrecht: Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8186-6_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Hrusa, Niki A., Paul Moch Islas, Jesse A. Schneider, and Isamar J. Vega. "Policies for Teacher Professionalization in Mexico’s Education Reform." In Empowering Teachers to Build a Better World, 63–85. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2137-9_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Professionalization of music teachers"

1

Deutscherová, Beáta, and Adriana Wiegerová. "PROFESSIONALIZATION OF TEACHERS OF PRESCHOOLS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1347.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Chou, Chun-Mei, Chien-Hua Shen, Hsi-Chi Hsiao, Tsu-Chguan Shen, Yu-Jen Tsen, Kuan-Fu Shen, Su-Chang Chen, Hsiang-li Shen, and Jia Ming Chen. "Influence Factors of Teachers' Pro-Industry Professionalization: Linear Structural Analysis." In 2017 International Conference on Management, Education and Social Science (ICMESS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmess-17.2017.25.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Sanduleac, Sergiu. "Scientific thinking – a fundamental concept in the professionalization of teachers." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p9-15.

Full text
Abstract:
Scientific thinking as a fundamental concept in the professionalization of teachers is a very important element in the problems that have arisen in the 21st century. This article presents the theoretical modeling of the professionalization of the teacher who has a high level of operability in scientific thinking. Several meanings regarding scientific thinking are presented. Likewise, the perspectives of approach in the development of scientific thinking in teachers in relation to Bloom's revised taxonomy are presented. The article concludes with international and national strategies that could be undertaken to contribute to the development of scientific thinking in teachers, in relation to possible problems that could be solved through these educational implications that would help set the standards of scientific thinking as a standard for thought development scientific studies for pre-university teachers.
APA, Harvard, Vancouver, ISO, and other styles
4

He, Jie. "Research on the Professionalization Development of Ideological and Political Theory Teachers in Colleges." In 4th Annual International Conference on Management, Economics and Social Development (ICMESD 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmesd-18.2018.87.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Chen, Junyi. "On the Expectation of Music Teachers in Music Psychology Education." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.110.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hodijah, Siti, and Leli Kurniawati. "Teachers’ Understanding on Music for Early Childhood." In 5th International Conference on Early Childhood Education (ICECE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210322.034.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Nadyrova, Damilya. "Enactivism And Embodied Cognition In Education Of Music Teachers." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.69.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Grkić Ginić, Jelena. "Student Teachers’ Music Competences Acquired in Initial Class Teacher Education." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.204g.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Zhou, Zhenyu, and Yana Levchnko. "CONTINUING EDUCATION OF MUSIC ART TEACHERS IN THE PR CHINA." In Scientific Development of New Eastern Europe. Publishing House “Baltija Publishing”, 2019. http://dx.doi.org/10.30525/978-9934-571-89-3_30.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sukmayadi, Yudi, and Sandie Gunara. "Intercultural Competencies for Education and Training the Prospective Music Teachers." In Proceedings of the International Conference on Arts and Design Education (ICADE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icade-18.2019.61.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Professionalization of music teachers' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography