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Journal articles on the topic 'Professionalization of music teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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10

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

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11

Krueger, Patti J. "Beginning Music Teachers." Update: Applications of Research in Music Education 19, no. 1 (November 2000): 22–26. http://dx.doi.org/10.1177/875512330001900105.

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12

Killian, Janice N., Keith G. Dye, and John B. Wayman. "Music Student Teachers." Journal of Research in Music Education 61, no. 1 (February 28, 2013): 63–79. http://dx.doi.org/10.1177/0022429412474314.

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In this descriptive study, we examined self-reported concerns of 159 music student teachers pre– and post–student teaching, over a period of 5 years. Resulting comments ( N = 867) were analyzed on the basis of (a) stages of teacher concern (focus on self, subject matter [music and teaching], and students) modeled after Fuller and Bown and (b) emerging categories of concern compared with those identified by Madsen and Kaiser. Stages of concern were reliably identifiable across all comments. Teachers, as predicted, began student teaching with more self (56%) and fewer student (4%) comments. Post–student teaching comments resulted in fewer self (33%) and more student (20%) mentions. Categorization of concerns indicated that pre– and post–student teachers shared some concerns (applying knowledge, discipline, confidence) but showed marked differences in other areas (cut out for teaching, information about students, administrative duties). Pre–student teaching categories were similar to those reported by Madsen and Kaiser a decade earlier; post–student teaching comments differed.

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13

Shan, Dan. "THE CONSTRUCTION OF A PROFESSIONAL MODEL OF PHYSICAL EDUCATION TEACHERS IN COLLEGES AND UNIVERSITIES FROM THE PERSPECTIVE OF PUBLIC HEALTH SERVICE." Revista Brasileira de Medicina do Esporte 27, spe (March 2021): 59–61. http://dx.doi.org/10.1590/1517-8692202127012020_0093.

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ABSTRACT With the continuous improvement of people's material living standards, public health and national fitness has become a social topic, and has been widely concerned by the public, in terms of the traditional physical education and impact of the concept of health. This not only needs the school to carry on the multi-directional adjustment to the physical education teaching, but also needs the physical education teacher to respond positively to this in order to adapt to the development needs of the times and society. This study uses the analytic hierarchy process (AHP) to construct the professionalization model of physical education teachers in Colleges and Universities, and makes decision on the index weight of the model through fuzzy comprehensive evaluation. The results show that the weight of the first-class indicators of P.E. Teachers' professionalization model from large to small is ability > quality > knowledge, and the consistency ratio (CR) of the model indicators is less than 0.1, and the fuzzy score of the model is 85 points. Therefore, the model of P.E. Teachers' professionalization constructed in this study has consistent indicators and shows good applicability. This does not only provide the basis for the professional development evaluation of College PE teachers, but also provides research ideas for the development of the sports industry from the perspective of public health.

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Zhang, Ying, and Kwok Kuen Tsang. "Teacher Title System and Teacher Empowerment in China." Teachers' Work 16, no. 1 & 2 (November 13, 2019): 3–6. http://dx.doi.org/10.24135/teacherswork.v16i1and2.280.

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The teacher title system is a strategy used by China government to cultivate teacher professionalization. Although teacher empowerment is an essential component of teacher professionalization, few studies have investigated the impact of the teacher title system on teacher empowerment in order to evaluate the effectiveness of the teacher title system. Thus, the study examined the relationship between the teacher title system and teacher empowerment by surveying 262 primary and secondary schoolteachers in a city in Liaoning Province. The findings suggest that the teacher title system might insufficiently empower teachers in China. Implications for teacher professionalization in China are discussed and suggestions for further studies are also addressed.

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15

Kos, Ronald P. "Becoming music teachers: preservice music teachers’ early beliefs about music teaching and learning." Music Education Research 20, no. 5 (June 18, 2018): 560–72. http://dx.doi.org/10.1080/14613808.2018.1484436.

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Asmus, Edward. "Recruiting the Teachers of Music Teachers." Journal of Music Teacher Education 11, no. 1 (September 2001): 3–4. http://dx.doi.org/10.1177/105708370101100102.

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17

Kassow, Samuel D., and Christine Ruane. "Gender, Class, and the Professionalization of Russian City Teachers, 1860- 1914." American Historical Review 101, no. 4 (October 1996): 1246. http://dx.doi.org/10.2307/2169751.

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Zhao, Yong. "A Probe into Psychological Training for Professionalization Development of College Teachers." Research Journal of Applied Sciences, Engineering and Technology 5, no. 7 (March 11, 2013): 2483–87. http://dx.doi.org/10.19026/rjaset.5.4683.

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Zhao, Yong. "A Probe into Psychological Training for Professionalization Development of College Teachers." Research Journal of Applied Sciences, Engineering and Technology 5, no. 5 (February 11, 2013): 1627–32. http://dx.doi.org/10.19026/rjaset.5.4915.

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20

Seregny, Scott J., and Christine Ruane. "Gender, Class, and the Professionalization of Russian City Teachers, 1860-1914." Russian Review 55, no. 3 (July 1996): 512. http://dx.doi.org/10.2307/131811.

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21

McReynolds, Louise, and Christine Ruane. "Gender, Class, and the Professionalization of Russian City Teachers, 1860-1914." History of Education Quarterly 36, no. 3 (1996): 319. http://dx.doi.org/10.2307/369397.

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22

Buyruk, Halil. "“Professionalization” or “Proletarianization”: Which Concept Defines the Changes in Teachers’ Work?" Procedia - Social and Behavioral Sciences 116 (February 2014): 1709–14. http://dx.doi.org/10.1016/j.sbspro.2014.01.460.

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23

Koťa, Jaroslav. "Professionalization of Secondary School Teachers - from Humble Beginnings to Developed Activity." e-Pedagogium 12, no. 3 (June 1, 2012): 35–49. http://dx.doi.org/10.5507/epd.2012.034.

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Margolis, A. A. "Requirements for the Modernization of General Vocational Education Programs (GVEP) for Teachers’ Training in Accordance with the Professional Standard of the Teacher: Proposals for the Implementation of the Activity Approach in Teachers’ Training." Psychological-Educational Studies 6, no. 2 (2014): 1–18. http://dx.doi.org/10.17759/psyedu.2014060201.

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The article discusses the problem of modernization of teachers’ training programs in the context of bringing them into line with the requirements of the professional standard of the teacher. The author distinguishes two basic tasks of professionalization of pedagogical programs aimed at achieving this goal: to strengthen the practical training of future teachers on the basis of the networking of educational institutions of general and higher education (school and university partnership), and to develop research competencies of future teachers, providing them the opportunity to carry out professional development (restructuring of their professional actions) on the basis of a mini-research embedded in professional practice and reflection of their bases. The author substantiates the basic positions of the activity approach in preparing teachers and shows the place of this approach in the context of modern practitioner-researcher and reflective teacher approaches. The article defines the basic requirements for the development of vocational education teachers’ training programs developed by the author on the basis of the activity approach in the context of tasks and professionalization of such programs, in accordance with the requirements of the professional standard of the teacher.

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Wronowski, Meredith L., and Angela Urick. "Examining the relationship of teacher perception of accountability and assessment policies on teacher turnover during NCLB." education policy analysis archives 27 (July 29, 2019): 86. http://dx.doi.org/10.14507/epaa.27.3858.

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The purpose of this study is to determine the relationship between teachers’ perception of their work, their intent to leave their current position, and their realized turnover at the height of the federal accountability policy era in the United States. The study uses a framework of teacher de-professionalization and demoralization operationalized by teacher responses to the Schools and Staffing Surveys and Teacher Follow-up Surveys from the National Center for Education Statistics. We tested the relationship of de-professionalization and demoralization to turnover with two competing structural equation models for teachers who cited accountability policies as a factor in their employment decision, and those who did not. We find that teacher worry and stress associated with demoralization is a significant predictor of intent to leave in both groups of teachers. However, teacher worry and stress is only a significant predictor of teachers leaving the profession and moving schools in teachers who cite accountability policies as a factor in their employment decision. These findings demonstrate a relationship between teachers’ perceptions of accountability policies, perception of their working conditions, and turnover. These results have important implications for policy makers and educational leaders as the U.S. transitions from the No Child Left Behind era to the implementation of the Every Student Succeeds Act.

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Scott, Derek B. "Music and social class in Victorian London." Urban History 29, no. 1 (May 2002): 60–73. http://dx.doi.org/10.1017/s0963926802001062.

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This essay looks at London in the second half of the nineteenth century, when features of musical life associated with a capitalist economy and the consolidation of power of a wealthy industrial bourgeoisie became firmly established. Prominent among such features, which are all closely related to the rapid increase in urban populations, were the commercialization and professionalization of music, new markets for cultural goods, a growing rift between art and entertainment, and the bourgeoisie's struggle for cultural domination.

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Haack, Paul, and Michael V. Smith. "Mentoring New Music Teachers." Music Educators Journal 87, no. 3 (November 2000): 23. http://dx.doi.org/10.2307/3399659.

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Kataryńczuk-Mania, Lidia. "Music teachers. Model perspectives." International Forum for Education 10 (December 31, 2017): 75–85. http://dx.doi.org/10.15804/iffore2017.05.

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Campbell, Patricia Shehan. "Music, Teachers, and Children." General Music Today 7, no. 2 (January 1994): 19–26. http://dx.doi.org/10.1177/104837139400700204.

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Roberts, B. "Music Teachers as Researchers." International Journal of Music Education 23, no. 1 (May 1, 1994): 24–33. http://dx.doi.org/10.1177/025576149402300103.

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31

Cameron, T. M. "Music Perhaps Best Used by Music Teachers." American Journal of Occupational Therapy 46, no. 10 (October 1, 1992): 955. http://dx.doi.org/10.5014/ajot.46.10.955.

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Fairchild, Nikki. "Segments and stutters: Early years teachers and becoming-professional." Contemporary Issues in Early Childhood 18, no. 3 (September 2017): 294–307. http://dx.doi.org/10.1177/1463949117731023.

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There has been extensive research and analysis of the professionalization of early childhood educators/teachers. The recent promotion of a teacher-led workforce in England has further focused discussions on the modelling of early years teachers as professionals. In this article, the author develops an alternative analysis using the concepts of Gilles Deleuze and Félix Guattari to explore professionalization as a process of becoming. English policy focus has been on constituting early years teachers as reflective and rational subjects, and moving towards a narrower view of professional identity where school-ready discourses are prevalent. The author’s research with early years teachers reveals a complex negotiation and interchange with the demands of professional identity. This is analysed through Deleuze and Guattari’s concepts of segmentation to refer to the forms of power which order early years teachers’ professional identity, and stuttering to develop the forms of resistance and negotiation that suggest a more fluid model of becoming. In particular, the analysis focuses on how stuttering opens up beyond the limits of a discourse analysis to suggest embodied and material forms of practice that are central to early years teaching. This methodology allows a move beyond the binary nature of humanist thought which posits mind-matter and culture-nature, towards a politics of possibility in which emerging early years teachers are engaged with an embodied and material world.

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Nurtug, Bariseri Ahmethan. "Correlation between teaching styles of candidate music teachers and mentor music teachers." Educational Research and Reviews 11, no. 13 (July 10, 2016): 1228–35. http://dx.doi.org/10.5897/err2016.2795.

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Garai, Imre, and András Németh. "Construction of the national state and the institutionalization processes of the modern Hungarian secondary school teacher training system." Espacio, Tiempo y Educación 5, no. 1 (January 1, 2018): 219. http://dx.doi.org/10.14516/ete.121.

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In our paper we intend to analyse the development process of the secondary teachers’ professionalization. By examining archival and secondary sources, we found that the professionalization process of the secondary teachers in Central-Eastern Europe (Austro-Hungarian Monarchy) followed the French and the German patterns. Furthermore, the political elite used different elements of these patterns in order to be able to implement the European reforms into the national level. Therefore, we would say that the implementation process in this area was a kind of «reflexion» which was necessary to adjust the modernisation influences to their social and economic conditions. However, the study also concerns developing processes of the modern science of education and pedagogy and the forming processes of modern national states. After analysing our sources, we were convinced of the need to direct our focus to these questions. Both of them played decisive role in the professionalization process. Different steps of the formation of the modern national state boosted the development of teacher professions by adopting new regulations or laws. Changes of the state and the society also facilitated the transformation of universities and teacher training institutes. These aspects clearly could be seen in the development of the Hungarian secondary teacher profession in the second half of the 19th century.

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Pellegrino, Kristen. "Becoming music-making music teachers: Connecting music making, identity, wellbeing, and teaching for four student teachers." Research Studies in Music Education 37, no. 2 (May 29, 2015): 175–94. http://dx.doi.org/10.1177/1321103x15589336.

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Zuo, Yuling. "A Review of the Research on the Development of Business English Teachers." Advances in Higher Education 3, no. 3 (August 30, 2019): 192. http://dx.doi.org/10.18686/ahe.v3i3.1499.

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<p>Cultivating first-class business English talents needs first-class English teachers. Professional English teachers should not only have solid business English knowledge reserve, but also have excellent English teaching ability, which are the key to cultivate business English talents. Therefore, the construction of business English teachers and the promotion of the professionalization of business English teachers are the main factors for the rapid growth of business English talents. This paper aims to improve the professional level of business English teachers, to build the overall quality, improve the professional ability and explore the career path development of business English teachers.</p>

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Bourdoncle, Raymond, and Andre Robert. "Primary and secondary school teachers in France: changes in identities and professionalization." Journal of Education Policy 15, no. 1 (January 2000): 71–81. http://dx.doi.org/10.1080/026809300286033.

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Lilja, Peter. "A quest for legitimacy: on the professionalization policies of Sweden’s Teachers’ Unions." Journal of Education Policy 29, no. 1 (April 23, 2013): 86–104. http://dx.doi.org/10.1080/02680939.2013.790080.

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Eitel, Karl-Georg Kanz, Arthur Tesc, Florian. "Training and certification of teachers and trainers: the professionalization of medical education." Medical Teacher 22, no. 5 (January 2000): 517–26. http://dx.doi.org/10.1080/01421590050110812.

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He, Jie. "Research on Teachers’ Professionalization and the Development of Normal Education in China." Higher Education Research 4, no. 3 (2019): 46. http://dx.doi.org/10.11648/j.her.20190403.11.

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Kougioumtzis, Konstantin, Göran Patriksson, and Owe Stråhlman. "Physical education teachers’ professionalization: A review of occupational power and professional control." European Physical Education Review 17, no. 1 (February 2011): 111–29. http://dx.doi.org/10.1177/1356336x11402266.

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Maubant, Philippe, Lucie Roger, Michel Lejeune, Brigitte Caselles-Desjardins, and Nicole Gravel. "History and Perspectives of Adult Education and Professional Teacher Education: Between complicity, distance, and recognition." Articles 46, no. 1 (August 29, 2011): 133–56. http://dx.doi.org/10.7202/1005674ar.

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This text is divided into three broad sections. The first section will elaborate the figure of professionalization, which today appears to be the target of professional training policies. It also seems to be considered a means and thus a guarantee of the professional aim of proposed training. On what ideological and pedagogical presuppositions is this professionalization based? The second figure embodying professional training contexts is that of knowledge. What knowledge is present in the professional training of teachers? Is it involved in professionalization processes? If so, in what ways? To what extent does the tone given to professionalization – whether in connection with the objective of instruction, socialization, or qualification – determine a specific sense for Knowledge and for the knowledge defined and articulated in professional teacher training? The third symbolic figure of professional training is that of the school-life relationship. Where does professional training begin and end? What are its territories? Can it exceed the usual territories and hence the expertise expected of a professional? By examining these three forms, we hope to offer the reader a new approach to professional teacher training inspired by a reminder of the aims and values of adult education.

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Mirakyan, Karina F., and Alexander A. Karpov. "Strategies of behavior in conflict as indicators of satisfaction with the professional activity of university teachers." Vestnik Yaroslavskogo gosudarstvennogo universiteta im. P. G. Demidova. Seriya gumanitarnye nauki 15, no. 2 (June 11, 2021): 248. http://dx.doi.org/10.18255/1996-5648-2021-2-248-255.

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The realities of the time require the teacher to quickly respond to changes taking place in the education system, the dynamism of transformations increases, and it can contribute to increasing mental tension, in general, and increasing conflict tension, in particular. All this leads to an increasing interest in the psychology of pedagogical conflicts, both from the point of view of phenomenology and structure, and from the point of view of their influence on satisfaction with professional and pedagogical activity. The article presents the results of an empirical study to identify the specifics of correlations of strategies of behavior in conflicts and the level of satisfaction with the professional activities of university teachers, taking into account the stages of professionalization. The provisions on strengthening the influence of the role of behavioral strategies in conflicts in the assessment of professional satisfaction at the third and fourth stages of professionalization are formulated.

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Lopes, Sammy William. "a formação continuada e a experiência ética do corpo na produção do currículo da educação infantil." childhood & philosophy 16, no. 36 (July 20, 2020): 01–14. http://dx.doi.org/10.12957/childphilo.2020.48213.

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The paper addresses the problem of continuing education of teachers in early childhood education in contemporary times, asking how to elaborate formative pathways that do not focus exclusively on the models/standards of professionalization predetermined by academic production, and later adopted by government policies. It is organized from the investigative movement traced with the teachers who participate in the extension-research project UERJ-EDU-DEDI, coordinated by the author. It critically analyzes the main causes that justify the failure of the training projects established based on the aforementioned models of professionalization and points out conceptual possibilities to think more immanent formative processes, that is, produced from the experiences that unfold itself in the curricular movement, experiences in which teachers try to build more ethical educational relationships with childhood. It concludes that the formative movement needs to be configured as space-time for the expression and collective evaluation of the ethical-educational potentialities engendered in these experiences. The work is conceptually aligned with Gilles Deleuze's philosophy of difference, especially the reading he performs of Baruch Spinoza's "Ethics". It is methodologically guided by the monitoring the modes of subjectivation cartography traced by the teachers in the process of curriculum production for early childhood education, according to the theoretical guidance provided by Suely Rolnik and Felix Guattari.

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Zheldochenko, Lyudmila, and Oksana Nikolenko. "Relationship of representations about the object of activity and time perspectives for teachers of different ages." E3S Web of Conferences 210 (2020): 18079. http://dx.doi.org/10.1051/e3sconf/202021018079.

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The article analyzes the problem of professionalization of the individual in pedagogical activity. The results of an empirical study of the ideas of teachers of different ages about the object of their professional activity are presented. It is shown that at each stage of professionalization, with an increase in the length of teaching experience, the assessment of the attitude to time changes, and through this – the assessment of the individual's attitude to the surrounding reality in General, as well as to himself, his experience and future prospects. Significant relationships between indicators of teachers ' perceptions of the object of professional activity and indicators of the time perspective of teachers of different ages are shown. The study involved 148 College teachers. Work experience varies from 1 year to 40 years. Age limits from 20 to 63 years. To confirm the research hypothesis that there may be significant relationships between professional ideas and time perspectives among teachers of different ages, we used a set of methods, including: "Questionnaire aimed at the study of ideas about the object of activity (E. I. Rogova)," F. Zimbardo's time perspective Questionnaire (ZTPI)". Methods of mathematical and statistical processing, presentation of the obtained data: descriptive statistics, determination of the reliability of differences: according to the Kruskal-Wallace criterion. Empirically, it is established that there are significant relationships between the assessment of attitudes to time and ideas about the object of activity in teachers of different ages.

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Gajić, Milica. "Czech music and musicians as Mokranjac's companions on his path towards the professionalization of Serbian music." New Sound, no. 43-1 (2014): 70–90. http://dx.doi.org/10.5937/newso1443070g.

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The great anniversary - 100 years since the death of Stevan Stojanović Mokranjac - is an opportunity to survey his overall activity from a different angle, which has so far been sidelined in our historiography: his contacts and cooperation, but also discords with some of the many Czech musicians who played various roles in Serbian music during the 1800s and early 1900s. For the sake of clarity, they are presented here in the context of those institutions where Mokranjac was personally most involved and made important achievements along various developmental lines of our music history: in the domains of interpretation, teaching, and compositional creativity. Also, the paper mentions only those who helped Mokranjac as his driving force, loyal or like-minded associates in the realization of his diverse musical and creative intentions.

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Little, Judith Warren. "Teachers’ Professional Development in a Climate of Educational Reform." Educational Evaluation and Policy Analysis 15, no. 2 (June 1993): 129–51. http://dx.doi.org/10.3102/01623737015002129.

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This essay posits a problem of fit among five streams of reform and prevailing configurations of teachers’ professional development. It argues that the dominant training-and-coaching model—focused on expanding an individual repertoire of well-defined classroom practice—is not adequate to the conceptions or requirements of teaching embedded in present reform initiatives. Subject matter collaboratives and other emerging alternatives are found to embody six principles that stand up to the complexity of reforms in subject matter teaching, equity, assessment, school organization, and the professionalization of teaching. The principles form criteria for assessing professional development policies and practices.

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Patterson, Allyson. "Music Teachers and Music Therapists: Helping Children Together." Music Educators Journal 89, no. 4 (March 2003): 35. http://dx.doi.org/10.2307/3399902.

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Campos, Joana. "Profissionalização dos Professores: (re)posicionamento nas classificações das profissões." Revista Portuguesa de Educação 29, no. 2 (December 14, 2016): 391. http://dx.doi.org/10.21814/rpe.10109.

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A educação e formação das populações ocupa nas sociedades contemporâneas uma posição de destaque. A decisão política não dispensa, na atualidade, a medição dos resultados educacionais (Schleicher, 2012). Há, consequentemente, um aumento da exigência relativamente ao desempenho profissional dos professores (Lanthaume, 2006; Schleicher, 2012). O texto que se apresenta, inscreve-se numa pesquisa mais alargada sobre professores no sistema educativo português. No processo analítico desenvolvido procurou-se contribuir para o aprofundamento do conhecimento sobre o processo de profissionalização dos professores em Portugal. A análise do grupo profissional dos professores, no quadro do seu processo de profissionalização, ocupou-se centralmente do questionamento em torno da diferenciação e homogeneização interna do grupo profissional, centrando-se analiticamente no (re)posicionamento dos professores nas classificações das profissões. Metodologicamente identificaram-se como fontes fundamentais as classificações das profissões nacionais e internacionais.Palavras-Chave: Professores, Profissionalização, Classificações das Profissões ABSTRACTThe professionalization of teachers has been a process marked by advances and setbacks crossed by tensions and fragilities, has recent theoretical and analytical sociology developments marked. Such advances have shown, since a few decades, that the professional groups are a group internally differentiated by specialties, various hierarchical positions and cultural distinction, political or intellectual within groups.The analysis of this professional group had been developed in connection with its professionalization process, in particular the questioning around the differentiation processes and internal homogenization, focusing the analysis on the (re) placement of teachers in the classification of professions. Methodologically have been identified as basic sources the descriptors of the content analysis of subgroups of classifications of professions expressed in international (ISCO1988; ISCO2008) and national (CNP94; CPP2010) classifications.Key-words: Teachers, Professionalization, Professional Classifications

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Tallián, Tibor. "Oper spielen — Opern schaffen Entstehungs- und Aufführungsgeschichte der ersten ungarischen Operntragödie." Studia Musicologica 55, no. 3-4 (September 2014): 179–235. http://dx.doi.org/10.1556/6.2014.55.3-4.1.

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The paper investigates the genesis as well as the performance history of Ferenc Erkel’s first opera. Bátori Mária, the first Hungarian tragic national opera was premiered on 8 August 1840 at the Hungarian Theatre in Pest. In it, Erkel adapted the model of Italo-French romantic opera. Further representations of Bátori Mária spanned over the following two decades. Based on contemporary critical reviews, the author offers a reconstruction of the performances, traces the soloists’ artistic carreer, and highlights the difficult process of professionalization of Hungarian opera playing.

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