Looking Backwards to Reach Forward: A Strategic Architecture for Professional Development in Music Education

Schmidt, Patrick; Robbins, Janet

doi:10.1080/10632913.2011.546702

Cited by 26 publications

(16 citation statements)

References 25 publications

(23 reference statements)

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“…1998) that focus on teacher collaboration and problem-based learning for teachers appear to be a central theme in current music education policy recommendations (Schmidt & Robbins, 2011). Conway's (2007) research agenda for music education called "for professional development options that allow music teachers time and settings to interact informally to share ideas and stories of teaching" (p. 58) and the development of communities of practice specifically for music teachers.…”

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confidence: 99%

“Staying On Our Feet”

Bell-Robertson

2013

Journal of Research in Music Education

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Multiple forms of support for teachers new to the profession are important and necessary. The use of an online community by 11 novice instrumental music teachers at the middle school and high school levels was investigated in this case study. The teachers exchanged messages and information within the online community during the 2010-2011 school year; data sources included all transcripts from the online community and multiple interviews with each participant. The participants' experiences in the utilization of the wikispace as an online community of practice was analyzed using Wenger's three components of domain, community, and practice. The findings suggest that the online community appeared to have met novice teachers' emotional needs as they learned to become music teachers but that their positions were often also quite different in terms of specific responsibilities and music curricula they taught. Thus, online conversations focused more on the affective issues that surround being a new music teacher rather than on curriculum and classroomspecific content.

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confidence: 99%

“Staying On Our Feet”

Bell-Robertson

2013

Journal of Research in Music Education

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“…Such a lack of professional collaboration is common not only for Nepali musician-teachers, but music teachers globally who often work in relative isolation (see e.g. Bates 2011;Burnard 2013;Sindberg 2011;Schmidt and Robbins 2011).…”

Section: Imagining Continued Collaborationmentioning

confidence: 99%

Engaging Practitioners as Inquirers: Co-constructing Visions for Music Teacher Education in Nepal

Treacy

2019

Visions for Intercultural Music Teacher Education

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This chapter explores how co-constructing visions might engage teachers as inquirers in a 'majority world' context by reflecting on a series of 16 Appreciative Inquiry workshops involving over 50 musician-teachers in the Kathmandu Valley, Nepal in 2016. It extends the concept of teachers' visions (Hammerness, Teach Educ Q 31(Fall):33-43, 2004) through socio-cultural anthropologist Arjun Appadurai's notions of the imagination (Modernity at large: Cultural dimensions of globalization. University of Minnesota Press, Minneapolis, 1996) and the social and cultural capacity to aspire (Culture and public action. Stanford University Press, Stanford, 2004). The chapter reflects on the processes that took place when co-constructing visions, including the ways co-constructing visions may have been the fuel for action, and analyzes the implications of the resulting co-constructed visions. The findings highlight the importance of developing and supporting collaborative learning for the development of both preservice and inservice music teacher education.Keywords Teachers' visions · Co-constructed visions · Imagination · Capacity to aspire · Appreciative inquiry · Majority world · Nepal Music teacher education today is faced with the challenge of preparing professionals for an uncertain future; teachers who are capable of ethically engaging in intercultural settings, and continuously and systematically inquiring to increase their professional knowledge (see e.g. Cochran-Smith and Lytle 2009; Holgersen and Burnard 2013). One possible way of engaging with such an uncertain future is through envisioning. In the field of education, Karen Hammerness defines teachers' visions as the

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“…Additionally, the concept of rationality is prevalent in contemporary education policy. In a discussion of professional development in music education, Schmidt and Robbins (2011) problematized rationality, noting that it focuses on efficiency and outcomes, rather than recognizing schools as "a delicate ecosystem in which educative acts are complex, interrelated, erratic, and emotional" (p. 96). Likewise, in describing the impact of policy implementation on music programs, Kos (2007) described schools as "complex adaptive systems."…”

Section: Framework: Critical Approaches In Education Policy Analysismentioning

confidence: 99%

Music education and the well-rounded education provision of the Every Student Succeeds Act: A critical policy analysis

Kos

2017

Arts Education Policy Review

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Critical approaches to policy analysis, though common in general education, are rare in arts education literature. By adopting critical approaches, researchers can produce scholarship that will be transformative for policies that impact arts education and for the profession as a whole. In this article, I present a framework that allows researchers to incorporate critical theory into policy analysis. This ideological work can expose sources of power and help reveal the ways in which the targets of policy are complicit in their own domination.Adopting this framework, I examine the well-rounded education provision of the Every Student Succeeds Act of 2015 to better understand the policy's origins, its development, and the potential implications for music education.

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Looking Backwards to Reach Forward: A Strategic Architecture for Professional Development in Music Education

Cited by 26 publications

References 25 publications

“Staying On Our Feet”

“Staying On Our Feet”

Engaging Practitioners as Inquirers: Co-constructing Visions for Music Teacher Education in Nepal

Music education and the well-rounded education provision of the Every Student Succeeds Act: A critical policy analysis

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