Building professional resilience: School music teachers’ instructional practice development under curriculum reform

IF 1.3 0 MUSIC

Research Studies in Music Education Pub Date : 2023-11-16 DOI:10.1177/1321103x231209692

Yang Yang, Le-Xuan Zhang

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引用次数: 0

Abstract

This study used a mixed-methods approach to investigate the characteristics and development of teachers’ resilience profiles during ongoing school music curriculum reforms in mainland China. During a 12-month voluntary teacher development project, seven mid-career schoolteachers based in Shenzhen City, South China, helped collect longitudinal data on their resilience profiles and instructional practices. Inspired by Mansfield’s resilience model, this study developed a model of the essential dynamics in the resilience development process of individual teachers. The working model mapped the identified factors of teachers’ resilience development into a coordinate system that incorporated two approaches (receptive and autonomous) to resilience building, with two scenarios (mandatory or conditional) in curriculum implementation. The findings suggested that (a) teachers exhibited different resilience properties shaped by both personal and contextual factors, as well as the connection pathways between factors, and (b) teachers used a variety of strategies to build resilience to policy and environmental constraints, including mentoring, peer support, problem-solving, relationship management, and pedagogy innovation. These strategies were mapped onto a functional model for resilience development in curriculum implementation, which further extended the application of Mansfield’s conceptual framework to teacher education programs. Although this study recognized the value of quantitative research instruments in capturing resilience profiles, the ecological validity and reliability concerns of these measurements were also discussed.

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培养专业复原力：课程改革下学校音乐教师的教学实践发展

本研究采用混合方法调查了中国大陆正在进行的学校音乐课程改革中教师抗挫折能力的特征和发展情况。在为期 12 个月的自愿教师发展项目中，七名在华南深圳市工作的中年教师帮助收集了有关其抗逆力特征和教学实践的纵向数据。受曼斯菲尔德抗逆力模型的启发，本研究建立了一个教师抗逆力发展过程中的基本动态模型。该工作模型将已确定的教师抗逆力发展因素映射到一个坐标系中，其中包含两种抗逆力培养方法（接受式和自主式），以及课程实施的两种情况（强制性或有条件性）。研究结果表明：(a) 教师表现出不同的抗逆力特性，这既受个人因素和环境因素的影响，也受各因素之间的联系途径的影响；(b) 教师采用各种策略来培养对政策和环境限制的抗逆力，包括指导、同伴支持、解决问题、关系管理和教学法创新。这些策略被映射到课程实施中抗逆力发展的功能模型中，从而进一步将曼斯菲尔德的概念框架应用到教师教育项目中。尽管本研究承认定量研究工具在捕捉抗逆力特征方面的价值，但也讨论了这些测量方法的生态效度和可靠性问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Research Studies in Music Education MUSIC-

CiteScore

3.00

自引率

37.50%

发文量

期刊介绍： Research Studies in Music Education is an internationally peer-reviewed journal that promotes the dissemination and discussion of high quality research in music and music education. The journal encourages the interrogation and development of a range of research methodologies and their application to diverse topics in music education theory and practice. The journal covers a wide range of topics across all areas of music education, and a separate "Perspectives in Music Education Research" section provides a forum for researchers to discuss topics of special interest and to debate key issues in the profession.