Recasting Professional Development for Music Teachers in an Era of Reform

Barrett, Janet R

doi:10.3200/aepr.107.6.19-28

Cited by 28 publications

(37 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These factors may include, but are not limited to: the amount of time teaching, the pursuit of advanced degrees, and change of level and/or subject area (Eros, 2011). Conway and Edgar (2014) (Barrett, 2006;Conway, Eros, & Stanley, 2009). Barrett (2006) noted that this form of professional development provides classroom teachers with an opportunity to connect questions that arise in practice to the theories that inform practice.…”

Section: Requisite Knowledge and Skills For Practicementioning

confidence: 99%

See 1 more Smart Citation

Music Teacher Knowledge: An Examination of the Intersections Between Instrumental Music Teaching and Conducting

Forrester

2017

Journal of Research in Music Education

View full text Add to dashboard Cite

The purpose of this study was to examine the complexities of instrumental music teacher knowledge as they relate to the intersection between instrumental music teaching and conducting, and to explore how participants describe and perceive these intersections. The key research question guiding this study was, How do high school instrumental music teachers describe the intersections between instrumental music teaching and conducting? This study focused on the participants’ ( N = 4) perceptions and descriptions of the intersections between instrumental music teaching and conducting. A multiple-case-study design was used. The central finding of this study suggests that the practice of instrumental music teaching demands a specialized form of knowledge that reflects the integration of, rather than the intersection between, both teaching and conducting. This specialized form of knowledge informs the participants’ in-the-moment decision making, judgments, decisions, and communication with students and the ensemble as a whole. The findings of this study suggest implications for music teacher education and conducting education, specifically in the areas of devising professional development opportunities that are systematic, multilevel, and multifaceted and that mirror the integrated nature of teaching and conducting that occurs in practice.

show abstract

Section: Requisite Knowledge and Skills For Practicementioning

confidence: 99%

“…Conway and Edgar (2014) (Barrett, 2006;Conway, Eros, & Stanley, 2009). Barrett (2006) noted that this form of professional development provides classroom teachers with an opportunity to connect questions that arise in practice to the theories that inform practice.…”

Section: Requisite Knowledge and Skills For Practicementioning

confidence: 99%

Music Teacher Knowledge: An Examination of the Intersections Between Instrumental Music Teaching and Conducting

Forrester

2017

Journal of Research in Music Education

View full text Add to dashboard Cite

show abstract

“…However, music teachers should not only learn about constructivism to apply in their practice but also experience it in their professional development. Barrett (2006) noted that while professional development can be "congruent with constructivist teacher education practices" (p. 23), offerings at schools, workshops, and annual conferences often provide limited opportunities. She proposed that professional development include "contextual fit," "disciplinary fit," "self-directed inquiry," and "collaborative interaction" (Barrett, 2006, p. 24).…”

Section: T H E O R E T I C a L F R A M E W O R Kmentioning

confidence: 99%

Exploring Informal Music Learning in a Professional Development Community of Music Teachers

Kastner¹

2014

Bulletin of the Council for Research in Music Education

View full text Add to dashboard Cite

The purpose of this instrumental case study was to explore the perceptions and practices of four music teachers as they participated in a professional development community (PDC) to discuss and implement informal music learning practices. Participants met bimonthly as a PDC to discuss research articles on informal music learning, share student work, socialize with peers, and develop ideas to use in their classrooms. Data included video recordings of PDC meetings, audio recordings of semistructured interviews, in-school observations of informal music learning activities, field notes, and written artifacts; these were coded and analyzed for emerging themes. Three themes that emerged from the data included experiments and modifications, pedagogical practices, and finding value. The participants implemented a variety of activities using informal processes, which they developed by modifying ideas presented in research articles they read and lessons they taught previously. They used many pedagogical practices during informal activities, which fell on a continuum of teacher and student control and a continuum of teacher scaffolding. The participants found value in informal music learning because it provided a new avenue for them to help students develop independent musicianship. Exploring informal music learning in the PDC helped participants feel validated in using this new pedagogical approach. Implications for the use of informal music learning with younger students and suggestions for professional development are also discussed. My kids were really proud of themselves.. .. That process was really fun to watch, but I think that what they came up with, they had ownership of it in a way that they wouldn't have had if I would've been like, "Play the drum part like this." So that ownership piece, I think, was huge for my kids, and the permission to experiment and to take ownership of it.-Cara (a participant) Recent scholars in music education have advocated for the inclusion of musical genres and practices used by popular musicians and garage band musicians as well as from vernacular traditions (

show abstract

“…Center more attention on teachers' capacity to develop curricula (Barrett 2006) 2. Develop an inclusive assessment culture (Brophy 2007) 3.…”

Section: Reflections On Current Practicementioning

confidence: 99%

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

Schmidt

Robbins

2011

Arts Education Policy Review

View full text Add to dashboard Cite

The article analyzes professional development in music education considering the ways in which policy change depends on conditions where renewed practice can become self supporting. The authors situate professional development amid the current politico-educational climate while offering an interpretive framework based on key issues and actions identified by other authors in this issue of Arts Education Policy Review. Further, they suggest a pragmatic policy agenda focused on the notion of a strategic architecture for professional development in music education, arguing that it may bring (1) greater confidence in teacher's capacity to adapt, engender concepts, intervene in instructional patterns, and establish positive feedback loops; and (2) improvement in teacher retention and productivity. The article calls for a professional development agenda that sees teachers as capable change agents and that is jointly incentivized by union leaders, government, and institutions of higher learning.

show abstract

Recasting Professional Development for Music Teachers in an Era of Reform

Cited by 28 publications

References 11 publications

Music Teacher Knowledge: An Examination of the Intersections Between Instrumental Music Teaching and Conducting

Music Teacher Knowledge: An Examination of the Intersections Between Instrumental Music Teaching and Conducting

Exploring Informal Music Learning in a Professional Development Community of Music Teachers

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

Contact Info

Product

Resources

About