Documenting praxis shock in early-career Australian music teachers: the impact of pre-service teacher education

Ballantyne, Julie

doi:10.1177/0255761407083573

Cited by 79 publications

(94 citation statements)

References 23 publications

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“…Australian music education researchers have found that there is limited time, staffing and resources when preparing future music teachers for all aspects of the classroom (Temmerman, 1997;Jeanneret, 1997;Russell-Bowie, 2003;Ballantyne, 2007). Nonetheless, Campbell & Brummett (2007) remind us that the practical experience provides pre-service teachers with the 'hands on' opportunity in which they "develop an initial repertoire of teaching competencies, comprehend the various dimensions of music experience and understand student learning" (p.52).…”

Section: Professional Learning and Teacher Identitymentioning

confidence: 99%

Putting Theory into Practice: Moving from Student Identity to Teacher Identity

Joseph

Heading

2010

AJTE

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Section: Professional Learning and Teacher Identitymentioning

confidence: 99%

Putting Theory into Practice: Moving from Student Identity to Teacher Identity

Joseph

Heading

2010

AJTE

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“…Ballantyne, 2007a;Hong, 2012;Ingersoll, 2001Ingersoll, , 2003Ingersoll & Smith, 2003). Ingersoll and Smith (2003) identified four possible reasons for this including school staffing action, family or personal reasons, pursuit of another job, and dissatisfaction.…”

Section: Context Of the Studymentioning

confidence: 99%

“…Ballantyne (2007a) identified two major challenges for music teachers. One is physical and professional isolation within their school.…”

Section: Context Of the Studymentioning

confidence: 99%

“…Cox, 1994;Hellman, 2008;Isbell, 2008;L'Roy, 1983;Roberts, 1990). Limited research has to date been conducted with early-career music teachers (Ballantyne, 2007a;Wagoner, 2011).…”

Section: Context Of the Studymentioning

confidence: 99%

“…There is limited research exploring the development of teachers in their early teaching period (Ballantyne, 2007a;Wagoner, 2011). However, the early-career stage is important for the development of their occupational identities, because music teachers make decisions about what kinds of teachers they are going to be, and whether they will continue on as music teachers (Flores & Day, 2006;Gratch, 2001;Hawkey, 1996).…”

Section: Significance Of the Researchmentioning

confidence: 99%

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The occupational identity development of early-career music teachers: a two-case study of Chinese music teachers

Yang¹

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This study aimed to explore the occupational identities of early-career music teachers.Specifically, the project investigated how the occupational identities of two Chinese music teachers were influenced and shaped by pedagogical content knowledge and skills, professional knowledge and skills, self-knowledge, performer/teacher identities, and school context. Previous literature suggests that early-career teachers usually face inconsistencies between their expectations of what music teachers are and what they do, and the reality of how they are to survive and function in their workplaces (Ballantyne,

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A comparative study of the impact of enhanced input on inclusion at pre‐service and induction phases on the self‐efficacy of beginning teachers to work effectively with children with special educational needs

Mintz¹

2018

British Educational Res J

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There is a well-founded assumption in the literature that the first year of teaching presents challenges to beginning teachers. However, few studies have looked empirically at how beginning teacher perceptions about teaching ability change from the pre-service to the novice teacher year. This is particularly the case for inclusive education, where no substantive empirical studies have measured such a change in teacher perceptions across these phases of teacher development. This study tracks changes in the perceived self-efficacy of teachers in relation to working effectively with children with special educational needs (n = 67) following an inclusion-enhancement programme in the pre-service phase and enriched induction on inclusion in the novice teacher phase. The study employed a repeated panel survey design with an intervention and comparison group. A critique is made of the domain specificity of current measures used for considering self-efficacy for inclusion, and an alternative approach proposed. Results indicate that there were relative gains in self-efficacy from the start to the end of the pre-service teacher year due to the enhancement programme, and that these gains were maintained in the novice teacher year. However, there was no evidence that the induction enrichment had any impact on self-efficacy in this domain. Implications for the timing and intensity of induction for beginning teachers, as well as for future research directions on teacher education, are considered.

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Documenting praxis shock in early-career Australian music teachers: the impact of pre-service teacher education

Cited by 79 publications

References 23 publications

Putting Theory into Practice: Moving from Student Identity to Teacher Identity

Putting Theory into Practice: Moving from Student Identity to Teacher Identity

The occupational identity development of early-career music teachers: a two-case study of Chinese music teachers

A comparative study of the impact of enhanced input on inclusion at pre‐service and induction phases on the self‐efficacy of beginning teachers to work effectively with children with special educational needs

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