Breaking the sound of silence: Professional learning in an early career music teacher conversation group

IF 1.3 0 MUSIC
Alden H. Snell, Suzanne L. Burton
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引用次数: 0

Abstract

Professional development, typically initiated by administrators to improve student achievement outcomes, is often irrelevant to the needs of early career music teachers. As music teacher educators, we were concerned about issues of importance to early career music teachers as they entered the music teaching profession. We explored conversation as a conduit of reflection and professional learning by convening a conversation group of five early career music teachers who gathered over six, one-hour-long meetings. Guiding their discussions were topics they identified in questionnaires administered before and during the study. Data included audio-visual recordings of the meetings, questionnaires, and researcher memos. Four themes emerged from our analysis of their conversations: (a) educating administrators and mentors, (b) knowing their place, (c) overcoming a lack of resources, and (d) giving students lifelong musical skills. We interpreted these findings through the lens of Snow’s principles of symbolic interactionism. The conversation group facilitated the music teachers’ move from the initial shock of sedimented school culture to a position of agency. The freedom of conversation around chosen topics of professional and personal importance provided the early career music teachers with choice, self-direction, collective support, and agency—key components of professional learning.
打破沉默的声音:早期职业音乐教师对话小组的专业学习
专业发展通常由管理者发起,旨在提高学生的成绩,但往往与初入职场的音乐教师的需求无关。作为音乐教师教育工作者,我们对初入职场的音乐教师所面临的重要问题十分关注。我们成立了一个由五位初入职场的音乐教师组成的对话小组,通过六次长达一小时的会议,探讨了对话作为反思和专业学习渠道的作用。他们在研究前和研究期间所做的调查问卷中确定的话题引导了他们的讨论。数据包括会议的音像记录、调查问卷和研究者备忘录。通过分析他们的谈话,我们发现了四个主题:(a) 教育管理者和导师,(b) 认识自己的位置,(c) 克服资源匮乏,(d) 让学生掌握终身音乐技能。我们通过斯诺的符号互动论原则来解释这些发现。对话小组促进了音乐教师从最初被沉淀的学校文化所震撼,转变为一种能动的立场。围绕所选的专业和个人重要话题进行的自由对话,为初入职场的音乐教师提供了选择、自我指导、集体支持和能动性--专业学习的关键要素。
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来源期刊
CiteScore
3.00
自引率
37.50%
发文量
37
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.
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