A Caring Perspective on Collaborative Teaching in Music Education- [electronic resource]
A Caring Perspective on Collaborative Teaching in Music Education- [electronic resource]
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101914
- ISBN
- 9798380369442
- DDC
- 378
- 서명/저자
- A Caring Perspective on Collaborative Teaching in Music Education - [electronic resource]
- 발행사항
- [S.l.]: : Boston University., 2024
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2024
- 형태사항
- 1 online resource(285 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
- 주기사항
- Advisor: Silverman, Marissa;Hendricks, Karin S.;Smith, Tawyna D.
- 학위논문주기
- Thesis (D.M.A.)--Boston University, 2024.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Collaborative teaching may provide classroom support, professional development, and mentoring for teachers (Gallo-Fox & Scantlebury, 2016; Guise et al., 2017; Friend et al., 2015; Rytivaara et al., 2019). Recent scholarship in music education has indicated that collaborative teaching may also provide a more holistic approach to student teacher preparation (Kim, 2020; Palmer, 2018; Vanderwerff, 2019). Yet, research has shown that strong teacher-to-teacher relationships are essential for collaborative teaching to benefit teachers (Pratt, 2014; Guise et al., 2017), and that a purposeful study and enactment of care may aid in the development of these positive relationships (Rabin, 2020). Nevertheless, collaborative teaching in music education has generally focused on collaborative teaching in higher education, or as an exploratory, temporary practice (Bartleet & Hultgren, 2008; Clauhs & Newell, 2013; Freer & Barker, 2008), making it difficult to determine how teachers may develop and maintain strong, caring relationships that foster collaboration.The aim of this research was to examine long-term collaborative teaching to understand what attributes contribute to successful collaborative teaching partnerships among secondary instrumental music educators. In this ethnographic study, I examined the collaborative teaching experiences and social practices of four secondary instrumental music educators over an eight-month period through the lens of Noddings's (2005, 2012, 2013) educational care theory. I used multiple methods of data collection such as interviews, observations, surveys, and artifacts to understand the context, attitudes, and approach these teachers used in working together. I utilized Gee's (2014) approach to discourse analysis to deeply explore the data and understand care across teachers' relationships.Collaborative teaching provided these four secondary instrumental educators with consistent support and professional learning. The teachers' collaboration thrived as they developed strong, caring relationships. Despite heavy teaching burdens, teachers felt less overwhelmed and isolated than in their previous teaching positions. Instead, the teachers expressed a sense of belonging and fulfillment from working collaboratively. Teachers' attitudes rather than their skills, experience, or specialty played a primary role in the development of their caring teacher-to-teacher relationships. These teachers were committed to working together, to helping one another in the classroom, and to maintaining and developing caring relationships.
- 일반주제명
- Music education.
- 일반주제명
- Higher education.
- 일반주제명
- Music.
- 기타저자
- Boston University Music Education CFA
- 기본자료저록
- Dissertations Abstracts International. 85-03A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
Подробнее информация.
- Бронирование
- не существует
- моя папка
- Первый запрос зрения
- 비도서대출신청
- 야간 도서대출신청
로그인 후 이용 가능합니다.