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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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]
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Russell, Cinda Tattrie. "The socialization and professionalization of teachers: A case study." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186673.
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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.
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Cain, Timothy. "Mentoring trainee music teachers." Thesis, University of Southampton, 2006. https://eprints.soton.ac.uk/192637/.
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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.
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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.
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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.
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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.
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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.
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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.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO 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.
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Young, Sharon M. "Music teachers' attitudes, classroom environments, and music activities in multicultural music education /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794066543544.
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Cusano, Janice M. "Music specialists' beliefs and practices in teaching music listening /." Electronic version Electronic version, 2004. http://wwwlib.umi.com/dissertations/fullcit/3209909.
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Thesis (Ph. D.)--Indiana University, 2004.Computer printout. Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0878. Adviser: Mary Goetze. Includes bibliographical references (leaves 205-223), abstract, and vita.
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Holmes, Ivan. "Studio music teachers and public music examinations : the quality interface." James Cook University, 2006. http://eprints.jcu.edu.au/1834/1/01front.pdf.
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The research focuses on quality issues within the private music teaching
industry and the public music examination system (PMES).
It is clear that there is a schism between the formalized structures and
accountabilities of music in the school system and the lack of such structures
and accountabilities with the private studio music teaching industry. The
Thesis traces the literature documenting the rise of the private music teacher
and the accountability rationale implicit in the development of the public
music examination system. The dual aims of the research focus on the need to
profile the private music teaching industry in Australia and to probe the extent
to which the public music examination system might, in practice, afford a
window of accountability on to this industry.
The literature foregrounding this study derives from three areas: the historical
development of the private music teaching industry; the concomitant need for
certification - and the resultant development of the public music examination
system; finally the issue of performance assessment across the relevant
disciplines is explored to provide research direction for music.
A limited profile of the private music teacher emerged from the first phase of
the study. While the respondent sample was smaller than was originally
envisaged, comparison with other studies (e.g., Gibbs 1999) suggested that the
findings from the current study were consistent. The second phase focussed
specifically on the public music examination system and its tangible outcomes
in the form of the examination report.
Five examiners were male and three female. Reports were analyzed in terms
of the relevant examination sections with a primary focus on the Technical and
Performance lists sections. In each section reports were segmented into idea
units as the basic unit for analysis. Categories were derived from the data and
each idea unit was categorized accordingly. Examiners’ use of categories was
analyzed in each section and comparisons made between examiners.
Considerable examiner variability was identified.
A discussion of gender differences in accessing categories generates
hypotheses for further research. Discussion of marks awarded by examiners
leads to hypotheses about the implications of exposure to one examiner rather
than another.
While this is but a small scale study and possibly the first in the music genre,
its implications for further research are far-reaching. Implications for the
discipline are also explored.
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Fordice, Billy Donald. "Exploring wholeness in music teachers' lives." Thesis, Boston University, 2013. https://hdl.handle.net/2144/10993.
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Thesis (D.M.A.)--Boston UniversityThis qualitative research explored how the retelling of a life story influenced teachers' self-understanding. Informed by the disciplines of psychology, anthropology, and philosophy I constructed a conceptual framework of life as a continuous narrative, reflected and focused by past and anticipated experiences. This framework was informed by Dewey's concept of continuous flowing life experiences, Bakhtin's understanding of the dialogic nature of those experiences, Husserl's explanation ofthe role of memory in that experiential dialogue and Bruner's writings regarding life-as-narrative. Through this lens, the potential for wholeness of identity was explored by making visible the connections between past and present life experiences and observing how each impacts understanding of the other. Using the narrative inquiry method, life-story interview, the researcher wrote guided autobiographies with three music teachers. Individual interviews with participants were conducted, facilitating their storytelling. From these interviews, each participant's life story was written in his or her own words. Interpretations from theories that arose from their stories were offered. Viewed through Bruner's metaphor of participants' canons (how they believed the world was) and exceptionalities (the ways their lives grew away from their canons), the research suggested that each lived experience informs and reframes another, making the aim not reconciliation, but accepting that the process of becoming is one's Self, and that our identity is not found in an event, or an understanding, but a continuous act of invention and discovery. Among conclusions was the importance of life reflections as a continuing tool in music teacher personal and professional development. Specific implications for music educators, music teacher educators and for future research were also discussed.
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Fiorillo, Risa Maree. "Music handbook for primary grade teachers." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1739.
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Academic research in the area of music and learning has proven that there is both a deficiency and need for classroom music education commencing at the primary grade levels. The research has shown that by incorporating music education into the academic curriculum the arts can be more effectively taught and other academic subject areas can gain from the diverse teaching strategies the arts bring to education. There are two goals of this project. One is to demonstrate to teachers what primary grade level students should be learning in music. A second goal of this project is to design a music education handbook for primary teachers that can serve as a basis for intergrating music into the curriculum. This handbook takes into consideration the general lack of sufficient teacher training in music instruction, along with teaching time constraints, and potential roadblocks, such as the acquisition of music and instrumental supplies.
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Junda, Mary Ellen. "The development of a model inservice teacher education program in music sight reading methodology /." Access Digital Full Text version, 1990. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10936695.
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Johansson, Camilla. "Lärarlegitimationen : En studie kring lärarlegitimationen och dess betydelse för läraryrkets status." Thesis, Umeå universitet, Pedagogiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-99639.
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The aim with this study was to gain an understanding for teaching as an profession, and get a bigger knowledge about the certification of teaching and what it means for the teaching occupations status. To get an answer for this study two methods were used. The first method was a survey with questions that were sent out to working high school teachers in the North of Sweden. The second method was a document analysis of articales from three Swedish dailynewspapers. To analyse the results from this study a theory about professions is used troughout the whole paper. This studies resluts shows that profession as an definition is hard to undestand. On some level working teachers recognise there occupation as an profession, an analyis between one definition of profession and the results from this survey shows that teachers sees them selfves beeing in an semiprofession. The fakt that teaching is aknowledged as an profession from those outside the occupations could not be answered from this study, when the analyse from newspaperarticals shows that profession together with teaching occupation is something that is unusual. Furthermore, the results from the survey shows that working teachers feel that the certification of teachers had not had the expected effects on the teachers status. From the analysis of the newspaper articales it is hard to say if the certification has had any effect whatsoever, when the results points to both a positive change in status and no change at all in status. But the certification of a teacher is still a new process and is not expected to be completed until 1 july 2015, that means that there is still a chance that it will have an effect.
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Cook, Andrew S. "A poststructural investigation of music teachers and music education in film." Thesis, Boston University, 2013. https://hdl.handle.net/2144/10970.
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Thesis (D.M.A.)--Boston UniversityAs popular texts that circulate widely, films contribute to the way groups, individuals or ideas are understood in society. In this study I sought to explore the portrayals of music teaching in Hollywood movies, and examine the ways films might contribute to the occupational identity of music teachers. This investigation focused on four films that feature music teachers as major characters and that demonstrate a prevalent position in public consciousness as indicated by commercial success: Mr. Holland's Opus (1995), Music of the Heart (1999), Drumline (2000) and School of Rock (2002). I employed two poststructural approaches to analysis which view meaning as plural, negotiated and produced primarily by the reader's encounter with the text. One reading uses Derrida's project of deconstruction to focus on aporias, or paradoxes, and assumptions upon which texts make claims of truth. Aporias of responsibility, hospitality and the gift serve as lenses through which I investigate issues of professionalism, access and the image of the hero-teacher within music education. A second reading uses an intertextual approach to film analysis, acknowledging that texts derive meaning in part from their association and communication with other texts. Using related films, texts from popular culture and movie reviews, I investigate how these films construct images about gender, race and the value of music in schools. Exploring possible dominant, negotiated and contrary readings of these film texts, I look at a variety of possible interpretations and suggest ways that the films might be used by teachers and pre-service teachers to better understand expectations that people carry with them into the music education environment. As films may be used as sources for common-sense understandings in society, I explore how these films may act as structures to the agency of music teachers and how the negotiation of these portrayals might impact the music education environment.
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Holmberg, Susan D. "Music teachers’ perceptions: the role of music education in early literacy." Diss., Kansas State University, 2010. http://hdl.handle.net/2097/4635.
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Doctor of PhilosophyCurriculum and Instruction Programs
Jana R. Fallin
In the wake of No Child Left Behind Act (U.S. Department of Education, 2006), educational reforms focused on providing students with effective systematic instruction in reading skills have become a nationwide concern. Report findings from the National Reading Panel (National Institute of Child Health and Human Development, 2000), indicate the establishment of a high quality comprehensive reading curriculum must include the five key components of phonemic awareness, phonics, fluency, vocabulary, and comprehension to improve reading achievement. These essential elements, with emphasis on phonemic awareness and phonics skills beginning in pre-kindergarten, are instrumental in the acquisition of early literacy development. The purpose of this qualitative study was directed toward better understanding first grade general music teachers’ perceptions of the role of music education in the attainment of early literacy. Using a multi-site case study design to examine and present an analysis of nine public elementary school music educators from across a Midwestern state, each of which used one of the three elementary general music series currently published, resulted in this collective case study. Data indicated parallels focused on the five key reading components between music and language literacy development processes, with particular emphasis on aural discrimination skills to phonemic awareness. Further findings described the sequential sound before symbol pedagogical practice of music literacy development from the perspective of the nine general music educators to be similar to early reading skills progressions, as they experienced equivalent learning processes. Implications for the educational community and suggestions for further research were discussed.
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Duncan, Sara Anne. "Assessment Practices of String Teachers." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_theses/183.
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The purpose of this study was to explore string teachers? assessment practices related to string program success. Additionally, the study examined the relationship between teacher characteristics and string program success. This study was conducted by surveying string teachers (N = 201) from around the country. The survey was designed based on the independent variables of teacher characteristics and assessment practices, and the dependent variable of string program success. Results indicated that string teachers most frequently assess with teacher-given verbal criticism, rehearsal skills, attendance, teacher-rated rubrics, and student evaluations. The least common assessment practices used by string teachers were composition assignments, music history assessments, portfolio assessment, improvisation/creativity assignments, and cross-curricular assignments. String program success was correlated with the assessment practices of written assessments, student reflections, teacher-rated rubrics, sightreading skills assessment, student evaluations, music theory assessments, music history assessments, and portfolio assessments, and student rated rubrics. Years of teaching, level of education, musicianship-based assessment, and student-based assessments were predictors of string program success. String program success did not differ as a function of years teaching, however there is a difference in string program success within the characteristics of gender, education level, and primary instrument, as well as primary instrument by education level.
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Gohlke, Linda J. "The music methods class : acquisition of pedagogical content knowledge by preservice music teachers /." Thesis, Connect to this title online; UW restricted, 1994. http://hdl.handle.net/1773/11208.
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Ausmann, Stephen Wade. "Characteristics of in-service urban music teachers and pre- service music teachers in Ohio and their attitudes toward teaching music in urban schools /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687115923089.
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Wang, Miao, and 王苗. "Professional autonomy of music teachers in China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45595847.
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Meadows, Julie. "Music Teachers' Perceptions of Targeted Professional Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3459.
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The fundamental purpose of teacher professional development programs is to improve instructional effectiveness and increase student learning. However, the target district offered no programs that focused on helping teachers develop strategies to meet state standards in music education. The purpose of this qualitative case study was to investigate elementary and middle school music educators' perceptions regarding the need for targeted professional development programs. Self-determination theory served as the foundation for this study. Research questions concerned participants' views of the impact of district professional development programs on their competency in enhancing students' musical skills and their decision-making and connectedness with other music education teachers. Participants included a unique purposeful sampling of 9 music educators. Data from individual questionnaire interviews, a focus group, and a reflective field journal were analyzed for key themes. These themes were relevant professional development, limited access to resources, and lack of time for music professional development. Participants perceived that effective professional development provided music educators with sufficient time to plan, network, and collaborate with one another and incorporated relevant resources. Based on these findings, a professional development workshop was designed to help music educators in developing a professional learning team. Targeted professional development programs, such as the one developed in this study, may help music educators increase student achievement, which may potentially result in positive social change.
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Cocco, Brad J. "How Do Music Teachers Measure Student Growth?" Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1416567235.
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Siebert, Johanna J. "Why music teachers remain in the profession : conversations with career music educators /." Digitized version, 2007. http://hdl.handle.net/1802/5629.
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Meidinger, Valerie. "Multicultural music : attitudes and practices of expert general music teachers in Oregon /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055699.
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Chan, Edmund Sze Shing. "Music teachers' concern of inclusive music teaching scale: development, validation and correlates." HKBU Institutional Repository, 2016. https://repository.hkbu.edu.hk/etd_oa/308.
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In view of the lack of an appropriate instrument to measure primary school music teachers' concerns about teaching music to students with special educational needs in inclusive classrooms in Hong Kong, this research intends to fill the research gap by developing and validating the Music Teachers' Concerns of Inclusive Music Teaching Scale (CIMTS) for addressing these concerns. Specifically, this study aims at: (1) Developing and validating the CIMTS, (2) Assessing its psychometric properties, (3) Exploring primary school music teachers' levels of concern about inclusive music teaching, and (4) Predicting their CIMTS scores with a number of psychological, personality, and environmental variables which are hypothesized to correlate with the CIMTS. Different methods with two samples of primary school music teachers were involved in the development, validation, and prediction of the CIMTS. Regarding development, sequential mixed method involving qualitative analysis was employed to generate, pilot-test, and refine the initial pool of question items. Concerning validation (N = 309), quantitative analysis using item analysis was conducted to evaluate and refine the CIMTS, assessing its internal consistency and construct validity. Specifically, Exploratory Factor Analysis, Confirmatory Factor Analysis, SEM estimation, and Multi-trait and Multi-method analysis were performed to establish evidence of convergent and discriminant validity. Referring to prediction (N = 224), hierarchical multiple regression analysis was conducted to examine if the chosen psychological, personality, and environmental variables in the hypothesized model were significant predictors of the scores on the CIMTS. Results indicated that the 25-item CIMTS possessed adequate evidence of validity as well as satisfactory reliability regarding the overall scale and its five factors (Learning Support, Learning Obstacle, Resource, Training, as well as Curricular Design and Assessment). While the level of primary school music teachers' concerns for the Resource factor was found to be the highest among the five factors, Openness-to-Experience and School Climate were shown to be the strongest predictors of their scores on the CIMTS in the hypothesized model. With the development and validation of the CIMTS, this research not only filled the research gap in inclusive music education, but also aroused policy-makers' and music educators' awareness of teachers' needs for formal training in special education and for resource allocated to inclusive music teaching. For future research, with addition of new items, the CIMTS could be expanded in its domain coverage, refined, and revalidated with different samples. Further exploration of possible correlates of the CIMTS should be pursued.
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Feay-Shaw, Sheila J. "The transmission of Ghanaian music by culture-bearers : from master musician to music teacher /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/11281.
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Cox, Patricia Huff. "The Professional Socialization of Arkansas Music Teachers as Musicians and Educators : The Role of Influential Persons from Childhood to Post-college Years." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277995/.
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The purpose was to investigate the role of influential persons in the professional socialization process of music educators as musicians and teachers. The problems were to determine: who encouraged subjects toward music and teaching during pre-college, college, and post-college years; and the interrerationships of gender and teaching specialty with influential persons in subjects' lives.
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Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16074/.
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The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perceived needs in relation to their preservice preparation. The study addresses the research questions through the use of questionnaires and semi-structured interviews. In Stage 1 of the research, questionnaires were completed by 76 secondary classroom music teachers in their first four years of teaching in Queensland, Australia. In Stage 2 of the research, 15 of these teachers were interviewed to explore findings from the questionnaire in depth. Findings suggest that preservice teachers perceive a need for teacher education courses to be contextualised, integrated and allow for the continual development of knowledge and skills throughout their early years in schools. This research provides an empirical basis for reconceptualising music teacher education courses and raises important issues that music teacher educators need to address in order to ensure that graduates are adequately prepared for classroom music teaching.
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Michel, Jimmy. "Elementary Music Teachers' Perceptions of the Effect of Budget Reductions on Music Education." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4746.
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Since 2007, many U.S. music education programs have been negatively affected by budget reductions at the local, state, and national levels. Although researchers have studied the effect of budget reductions on music education, they have not widely examined the perspectives of teachers who have experienced these reductions. The purpose of this study was to explore elementary music teachers' personal and professional experiences with budget reductions, and the perceptions of how their programs, students, schools, and communities have been affected by the budget reductions. The philosophies of Kodaly and Richards served as a conceptual framework for this qualitative case study. The primary research questions asked participants about their experiences with and perceptions of the effect of budget reductions on music programs at their schools and on their students. Interviews were conducted with 9 elementary music teachers. Data were analyzed using pattern coding to identify key themes. The 6 key themes identified were love for music and teaching music; pride in music programs and curricula; belief in the benefits of music education for all students, especially for low income students; senses of loss; adaptation and coping with loss; and sense of the future. Based on the findings, a professional development program was developed to assist music teachers to learn strategies to support music programs and become effective music education advocates. This project study may foster positive social change by encouraging teachers to collaboratively advocate for music education in communities and devise strategies that will allow for the sharing of scarce resources.
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Tufekcioglu, Arzu, and Sinik-Panic Duska. "Music in preschool - a qualitative study of teachers use of music in preschool." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29712.
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Syftet med vår studie är att synliggöra förskolepedagogers inställning till och användande av musik som ett pedagogiskt redskap i förskolan. För att samla relevanta empiriska data har vi använt intervju och observation som metoder. Urvalsgruppen består av 6 pedagoger från två förskolor. Vi har valt att undersöka en förskola med musikinriktning och en som inte har någon speciell inriktning.I vår undersökning har vi kommit fram till intressanta resultat så som att pedagoger har positiv inställning till musik och använder musik i sitt pedagogiska arbete både som mål och pedagogiskt medel. I båda förskolorna använder pedagoger musik för att det gynnar barns språkutveckling, sociala och emotionella utveckling. Musik används som ämnesintegrerande verktyg och det ökar barns inflytande och delaktighet i den dagliga verksamheten. Det verkar även lugnande på barnen.
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Fleischaker, Rachael Lynn. "Culturally Responsive Music Education: Conceptual and Practical Approaches of Elementary General Music Teachers." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1620832759515162.
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Quddus, S. M. Abdul. "The unfeasibility of professionalization of primary-school teachers in Bangladesh : an analysis of the actors and factors, 1971 - 2001 /." Bergen : Faculty of Social Science, Universitet i Bergen, 2007. https://bora.uib.no/bitstream/1956/2318/1/PhD_thesis_Abdul_Quddus.pdf.
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Warrington, Stuart David. "Exploring the construal of membership in English language teachers' associations : a window into professional identity through Japanese voices." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/16691.
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This doctoral dissertation aimed to explore English language teachers’ construal of membership in English language teachers’ (ELTs’) associations. The study initially examined teachers’ perceptions of membership via an examination of their experience of it – why they become or do not become a member, and/or why they continue or forfeit membership. Thereafter, teachers’ perceptions on what membership says about professionalism were probed as well as what the meanings of membership are to them. Data were obtained using face-to-face semi-structured interviews with eight Japanese English language teachers working at universities in the Kanto and Hokuriku regions of Japan. The findings showed that, experience-wise, teachers become members because they either perceive membership as an occupational norm, a means to gain employment or a way to access CPD. Conversely, teachers do not become members for reasons of being occupied with work, avoiding unwanted responsibility, being able to access the same benefits and/or lacking confidence. Teachers who continue their membership(s) do so because of CPD, feeling unable to leave, and/or because of the financial support provided by their universities. In contrast, teachers who forfeit membership do so because membership fees are too high and/or because they are too busy with work. In terms of what membership says about professionalism, teachers perceived it as not only a marker of professionalism but also, paradoxically, a counter-collegial practice. As for the meanings of membership to participants, it was seen as something giving rise to a fragmented professional self and the feeling of one being either ‘an insider’ and/or ‘outsider’ within an association. These findings, it is argued, point to membership being more for professionalization rather than professionalism purposes, seemingly as a result of the emerging forces of managerialism and neo-liberalism which appear to have created an atmosphere of accountability and competition rather than camaraderie in Japan-based ELTs’ associations. This, in turn, has led the Japanese ELT practitioner, at least at the university level, to become complicit in the creation of a fragmented/hybrid professional self composed of clashing multiple identities where one is rendered ambivalent and uncertain yet somehow able to adapt and cope. This professional self says much about the need for ELTs’ associations in Japan and perhaps elsewhere to engage in a critical discussion of what counts as ‘professionalism’ by raising and attending to the importance of member voice.
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Carter, Karen. "Itinerant teachers of music : a state of flux." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/3552.
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Teachers who are itinerant contend with many factors that complicate their ability
to deliver programmes. This thesis investigates the experiences of one such group
of itinerant educators, Itinerant Teachers of Music (ITMs). They are responsible for
the teaching of instrumental music in secondary schools in AotearoalNew Zealand.
I used a case study to examine the phenomenon of itinerancy and considered the
experiences of ITMs and ITM Co-ordinators in the Canterbury region and the
views of the Heads of Music Departments (HoDs Music) with whom they work.
This included observing ITMs at work and interviewing ITMs, ITM Co-ordinators,
and HoDs Music about being itinerant. I consulted strategic documents such as
music education reports, curriculum statements and job descriptions to examine the
place of ITMs in official music education discourses.
A social constructionist perspective underpins the research. Social constructionism
emphasises the socially constructed reality of ITMs' experiences and raises issues
of power and access to those discourses that define itinerancy.
I argue that itinerancy as encountered by ITMs is characterised by three main
themes: temporality, invisibility and adaptability. Time dominates itinerant work.
Teaching is compressed into twenty minute blocks, travel times are minimised. An
ITMs day is intensive, with scarcely a wasted minute. This influences the quality
oftheir work and interactions with colleagues. Their present situation is affected by
historical discourses of itinerancy, their future determined by current restrictions.
To be itinerant, with multiple work sites and frequent travel is to be largely
invisible. This invisibility, as ITMs engage in their work, impacts on their identity,
status, relationships and place in schools and educational discourses. Adaptability
and flexibility are essential ITM traits. ITMs are required to conform to the
demands and expectations .of diverse school systems, HoDs Music and students, as
well as their own employers, as they work within systemic constraints. They are
multi-skilled musicians and teachers.
ITMs work in conditions intensified by itinerancy where temporality, invisibility
and adaptability are the criteria by which they are defined and they have defined
themselves. I conclude with nine recommendations for change that involve a
review of the operational structures regulating the practice of itinerancy in the ITM
programme and an examination of the resources allocated to it.
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Doughty, Judy A. "Inclusion and adaptation resources for general music teachers /." View online, 2009. http://repository.eiu.edu/theses/docs/32211131591844.pdf.
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Maranzano, Charles. "Evaluating music teachers in Virginia: Practices and perceptions." W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539618548.
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The purpose of this study was to investigate current evaluation practices in Virginia and to assess the impact of public school evaluation upon teachers of music. Traditional methods for the evaluation of teachers appear to have limited applicability for the majority of elementary and secondary school educators engaged in the field of performing arts, due primarily to the specialized nature of their respective teaching disciplines. Educational administrators charged with the responsibility for evaluating personnel confront an additional challenge when compelled to apply general models that are not suited to the highly complex world of performing arts instruction. Music teachers and school divisions in Virginia served as sources of data for this descriptive study.;In order for educators to make informed evaluation decisions, comprehensive information about the contributions of music and other fine and performing arts personnel will need to be considered. New evaluation models emerging in recent years may hold the key for a more inclusive view of teaching performance in the arts. This study explored the use of current evaluation models in the context of music education and addressed the need for more reliable approaches to the evaluation of music teachers.
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Beebe, Marla. "Teaching and Rehearsal Behaviors of Instrumental Music Teachers." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1181923968.
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Durst, Melissa Anne. "Assessment of Ohio Music Teachers: Challenges and Implications." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1335757438.
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Eshelman, Darla A. "The instructional knowledge of exemplary elementary general music teachers : commonalities based on David J. Elliott's model of the professional music educator /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1995.
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Kim, Yŏng-suk. "The artist-teacher as college music educator /." Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11396155.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.Typescript; issued also on microfilm. Sponsor: Robert Pace. Dissertation Committee: Harold Abeles. Includes bibliographical references (leaves 217-220).
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Conrad, Wendie Joyce. "Music Literacy and Sight-Singing Techniques Used by Elementary and Middle School Music Teachers." Cleveland, Ohio : Cleveland State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=csu1198290006.
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Thesis (M.M.)--Cleveland State University, 2007.Abstract. Title from PDF t.p. (viewed on May 8, 2008). Includes bibliographical references (p. 75-82). Available online via the OhioLINK ETD Center. Also available in print.
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Mason, Lindsey Lea. "Teacher Communication in Title I Elementary Music Classrooms: Perceptions of Elementary Music Classroom Teachers." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407827/.
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The increasing cultural diversity in the United States has brought not only richness, but also complex challenges, to various segments of American society, particularly with regard to public schools. As the student population continues to diversify while teacher population remains predominately White, female, and middle class, teacher awareness in the classroom might be an integral piece to assist students marginalized by stereotypes in feeling more empowered in the school community. Through qualitative data collection and analysis, and framed by Basil Bernstein’s language code theory, this study explored teachers’ perceptions of how classroom interactions, in light of differences in communication, might impact students of different socio-economic backgrounds from the teacher. The findings of this study indicated that the participants expressed a desire to connect with all of their students, regardless of their background. They also discussed challenges that made relationships difficult, such as feelings of disconnect from their Title I students and their families based on differences in home life and background. This dissonance was often difficult for the participants to reconcile due to pressures and difficulties in their teaching situations, such as the large number of students and the scheduling of classes, curricular pressures, and other district expectations such as after-school ensembles. Implications for practicing music teachers and teacher education include ways to understand students’ communities and rethinking ways of approaching relevant terminology in education.
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Goodman, Jerry Lee. "Perceived music and music-teaching competencies of classroom teachers in the state of Ohio." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302725455.
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Frost, Julianna Ellen. "Recruitment and Retention: The Influence of General Music Teachers Methodology on Secondary Music Ensembles." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449848590.
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Duling, Edward Burger. "The development of pedagogical-content knowledge : two case studies of exemplary general music teachers /." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244060359.
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Ponce, Frank Kalani. "Job Satisfaction Among High School Choral Music Teachers in the State of Ohio." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392742151.
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Johnson, Sherry Anne. "High-school music teachers' meanings of teaching world musics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22326.pdf.
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