音乐合作教师对大学与合作教师伙伴关系的看法

IF 1.3 N/A MUSIC

Research Studies in Music Education Pub Date : 2024-05-20 DOI:10.1177/1321103x241249331

Molly K Baugh, Colleen Conway

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引用次数: 0

摘要

本研究旨在考察三位音乐合作教师对大学与合作教师伙伴关系的看法。采用现象学访谈设计，数据包括两次焦点小组访谈（框定学生教学学期）和学期中间的一次个人访谈。参与访谈者都是经验丰富的合作教师，他们在研究学期中与一名学生教师一起工作，过去也曾与学生教师一起工作过。研究结果包括合作教师对其角色的看法、P-12 学生与学生教师学习的平衡以及大学与合作教师之间的互动。结论支持这样的观点，即合作教师接受他们在师范教育中的多方面角色，优先考虑 P-12 学生的学习，并希望与大学建立更深层次的联系。

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Music cooperating teachers’ perceptions of the university-cooperating teacher partnership

The purpose of this study was to examine three music cooperating teachers’ perceptions of the university-cooperating teacher partnership. Using a phenomenological interview design, data included two focus group interviews (framing the student teaching semester) and an individual interview in the middle of the term. Participants were experienced cooperating teachers who were working with a student teacher in the research study term and had worked with student teachers in the past. Findings include cooperating teachers’ perceptions of their roles, the balance of P–12 student and student teacher learning, and university and cooperating teacher interactions. Conclusions support the notions that cooperating teachers embrace their multi-faceted role in teacher education, prioritize P–12 student learning, and desire deeper connections with the university.

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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.