The meanings of professional development: Perspectives of Malaysian piano teachers

IF 1.3 0 MUSIC
Kathryn Ang, Ryan Lewis, Albi Odendaal
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Abstract

In Malaysia, the work of music studio teachers outside of schools and in private settings is unregulated and teachers have limited access to professional development opportunities. Globally, research on the professional development of music teachers has mostly focused on classroom music teachers, where professional development is often mandated and official support provided. However, little is known about how music studio teachers view professionalism and how they access professional development in this context, nor what this development means for them. For this interpretative phenomenological analysis, we interviewed 12 piano teachers who work in Malaysia to understand the meanings of professionalism and professional development for them. Individual themes that arose from within-case analysis were conceptually combined to form eight superordinate themes. The first four superordinate themes relate to understandings of professionalism. Participants described a professional pride which involves not only a love and enjoyment of music and of teaching, but also manifests flexibility and responsiveness; it entails both teacher and student performing and understanding music, and demonstrates relationality, communication skills, and a positive character. The remaining four superordinate themes relate to understandings of professional development, including the ideas that professional development requires proactivity, that professional development opportunities are affected by environmental and material factors, that professional connections affect development, and finally that training, experience, and mentorship support professional development. In this article, we posit that the lack of formal structures in Malaysia means that professionalism is self-determined by the teacher, while professional development relies on the individual commitment and motivation of teachers. Teachers need greater access to support systems or learning opportunities, and the move to online teacher support sessions due to the COVID disruptions offers some opportunities for supporting professional development more effectively.
专业发展的意义:马来西亚钢琴教师的观点
在马来西亚,校外和私人音乐工作室教师的工作不受监管,教师获得专业发展的机会有限。在全球范围内,关于音乐教师专业发展的研究大多集中在课堂音乐教师身上,因为课堂音乐教师的专业发展往往是强制性的,官方也会提供支持。然而,人们对音乐工作室教师如何看待专业化、他们在这种情况下如何获得专业发展以及这种发展对他们意味着什么却知之甚少。在这次解释现象学分析中,我们采访了 12 位在马来西亚工作的钢琴教师,以了解专业精神和专业发展对他们的意义。通过个案内部分析得出的各个主题在概念上组合成了八个上位主题。前四个超级主题与对专业精神的理解有关。参与者描述的专业自豪感不仅包括对音乐和教学的热爱和享受,还包括灵活性和反应能力;它需要教师和学生共同表演和理解音乐,并表现出亲和力、沟通技巧和积极的品格。其余四个超主主题涉及对专业发展的理解,包括专业发展需要积极主动,专业发展机会受环境和物质因素影响,专业联系影响发展,以及培训、经验和导师支持专业发展等观点。在本文中,我们认为,马来西亚缺乏正式的结构,这意味着教师的专业水平是由教师自己决定的,而专业发展则依赖于教师的个人承诺和动力。教师需要获得更多的支持系统或学习机会,而由于 COVID 的中断而转向在线教师支持会议,为更有效地支持教师专业发展提供了一些机会。
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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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