杜威的经验理论:研究音乐教师学习的理论工具

J. Stark
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引用次数: 2

摘要

本文探讨了杜威的经验理论及其作为一种理论工具的潜力,以注意和理解音乐教师的学习。从假设音乐教师的专业成长能力是音乐教育领域变革不可或缺的一部分开始,我提出了几个说教性的例子,说明杜威的理论是如何为三位小学音乐教师的专业学习研究提供解释工作的。虽然在许多方面都很有用,但杜威言框架被证明与社会建构和初级音乐教学的话语性有关,具有一定的局限性。因此,Lave和Wenger的社会文化理论和Bourdieu的实践理论中的几个概念被用于将教师经验和实践的这些方面理论化。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Dewey’s Theory of Experience: A Theoretical Tool for Researching Music Teacher Learning
This article explores Dewey’s theory of experience and its potential as a theoretical tool to notice, and make sense of, music teacher learning. Beginning with the assumption that music teachers’ capacity to grow professionally is integral for change in the field of music education, I present several illustrative examples of how Dewey’s theory informed the interpretive work for a study of the professional learning of three elementary music teachers. While useful in many ways, a Deweyan framework proved to have certain limitations related to the socially constructed and discursive nature of learning and teaching elementary music. As a result, several concepts from Lave and Wenger’s sociocultural theory and Bourdieu’s practice theory were used in theorizing these aspects of teachers’ experience and practice.
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