通过教师教育实践自学（S-STEP）研究促进音乐教师教育工作者的成长

IF 1.3 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Music Education Pub Date : 2024-03-21 DOI:10.1177/02557614241238745

Colleen Conway, Mike Vecchio, Rebekah Weaver

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引用次数: 0

摘要

本文介绍了音乐教师教育者在一学年的教师教育实践自我研究（S-STEP）过程中的成长。研究问题包括(a) 研究人员如何描述开展 S-STEP 的经历；以及 (b) S-STEP 对我们理解学生和课程产生了哪些影响？数据包括研究人员的日志、八次自学小组会议录音（每次 2-3 小时）、大二和大三学生讨论阅读和实地工作经验的视频录像，以及研究人员对 13 名学生参与者的个别访谈的反思。来自 S-STEP 的证据主要体现在以下几个方面：(a) 设置/权力；(b) 对学生的理解不断加深；(c) 对课程的理解不断加深；以及 (d) S-STEP 的过程。为对 S-STEP 工作感兴趣的音乐教师教育工作者提供建议。

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Music teacher educator growth through Self-Study of Teacher Education Practices (S-STEP) research

This paper describes music teacher educator growth during a Self-Study of Teacher Education Practices (S-STEP) conducted over the course of one academic year. Research questions included: (a) How do the researchers describe the experience of conducting a S-STEP; and (b) What is the perceived impact of the S-STEP on our understanding of our students and the curriculum? Data included researcher journals, eight recorded self-study team meetings (2–3 hours each), video recordings of sophomore and junior students discussing readings and fieldwork experiences, and researcher reflections on individual interviews with 13 the student participants. Evidence from the S-STEP is presented in the areas of: (a) Setting it Up/Power; (b) Growing Understanding of Students; (c) Growing Understandings of the Curriculum; and (d) The Process of S-STEP. Suggestions are provided for music teacher educators interested in S-STEP work.

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来源期刊

International Journal of Music Education Multiple-

CiteScore

3.20

自引率

11.10%

发文量

期刊介绍： The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.