审视音乐教师身份的社会认知理论框架。

E. McClellan
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引用次数: 12

摘要

本研究的目的是检视各种不同的研究文献,以提供一个社会认知的理论框架,作为音乐教师教育计划中身份建构定义的基础。对文献的回顾可以揭示一个基于社会认知理论、社会认同理论、符号互动论和角色理论中常见的构式原则的理论框架,为未来音乐教师构式的研究奠定基础,这些研究可以通过定量和定性的方法进行检验。本研究所提出的理论框架,可以进一步探讨音乐教师身份建构的途径,并加强大学教师的培训和诱导,丰富未来音乐教育者的生活。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
A Social-Cognitive Theoretical Framework for Examining Music Teacher Identity.
The purpose of the study was to examine a diverse range of research literature to provide a social-cognitive theoretical framework as a foundation for definition of identity construction in the music teacher education program. The review of literature may reveal a theoretical framework based around tenets of commonly studied constructs in the social-cognitive theory, social identity theory, symbolic interactionism, and role theory to ground future research on music teacher constructs which may be examined through both quantitative and qualitative measures. The proposed theoretical framework within this study might further the ways through which the profession investigates music teacher identity construction, and enhances university teacher training and induction, enriching the lives of future music educators.
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来源期刊
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审稿时长
28 weeks
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