Space to Share: Interactions Among Music Teachers in an Online Community of Practice

Bernard, Cara Faith; Weiss, Lindsay; Abeles, Harold F.

doi:10.5406/bulcouresmusedu.215.0075

Cited by 14 publications

(21 citation statements)

References 21 publications

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“…Weimer and Albert (2022) found a mentoring network provided music teachers support and empathy, facilitated connections and reflection, and offered suggestions for strategies and resources. Music education researchers have examined participation in social media groups and found it provides music teachers opportunities to interact with colleagues, receive advice, network, and gain new perspectives (Bernard et al, 2018; Brewer & Rickels, 2014; Rickels & Brewer, 2017). Much like SN’s vision for a community of support through the Teaching Music with Chronic/Autoimmune Illness Facebook group, perhaps social media groups and mentoring networks developed by music teachers with chronic illnesses and designed for teachers with chronic illnesses could create similar experiences.…”

Section: Discussionmentioning

confidence: 99%

You Don’t Look Sick: Voices of Music Educators Living With Chronic Illnesses

Weimer

Vaughan-Marra

2022

Journal of Research in Music Education

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The purpose of this study was to describe the experiences of music educators at varying career stages and teaching positions who experience chronic illnesses. Participants ( n = 8) represented a variety of chronic illnesses and self-identified career stages. Research questions centered on how participants described navigating their chronic illnesses and how their illnesses impacted or influenced their work. Data included individual and focus group interviews. We found two themes. The first theme connected to realities and misconceptions of illness, including living with ever-present and often invisible symptoms and unpredictable flare-ups, which led to silence and isolation. The second theme described how participants adjusted their work with an emphasis on flexibility, including personal and professional modifications and considerations due to COVID-19. Recommendations are described in terms of professional support, representation, understanding, communication, community, self-advocacy, and broadening the scope of teacher wellness.

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Section: Discussionmentioning

confidence: 99%

You Don’t Look Sick: Voices of Music Educators Living With Chronic Illnesses

Weimer

Vaughan-Marra

2022

Journal of Research in Music Education

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“…This unobtrusive or passive immersive mode enables researchers to be "invisible onlookers" in a context-dependent fashion (Lenihan, 2011, p. 55) systematically observing, familiarizing themselves, and analyzing the culture in these digital spaces. Despite some criticism for not being truly ethnographic, this method has recently been adopted by scholars conducting investigations focusing on online communities for teachers (e.g., Bernard, Weiss & Abeles, 2018;Tønnessen, 2019). Considering the fact there is no significant difference between lurking and being a part of the community for most participants, these criticisms driven by traditional formulations of ethnography have been ignored within the scope of this project.…”

Section: Methods Data Sources Collection and Analysismentioning

confidence: 99%

Blurring Boundaries: Facebook Groups as Digital Teachers’ Lounges for ELT Professionals

Selvi¹

2021

Anadolu Üniversitesi Sosyal Bilimler Dergisi

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Recent years have witnessed a rapid and widespread proliferation of information technologies and internet-based applications and platforms, commonly referred to as social media, which powerfully infused into almost every aspect of our lives, including teaching, teacher education and professional development. Departing from this premise, the current study provided a systematic analysis of Facebook groups serving as networks of professional development for ELT professionals in Turkey. The two-level analysis adopted lurking as a data collection strategy and thematic content analysis as an analytical lens. The macro analysis generated a corpus of these groups (n=55) and investigated how they positioned themselves by analyzing their group size, titles, descriptions and group cover photos. The micro analysis focused on two of the most influential groups and shed light on the actual activities in the form of posts occurring in these groups in June 2020 (n=189, n=1,063, respectively, and a total of n=1,252). The two-level analysis indicated that these groups could be defined as utilitarian (predominantly requesting information and/or providing supplementary docs, instructional videos, revision tests) and socially-oriented (social exchanges with like-minded colleagues). Thus, it could be argued that these groups serve primarily as professionally-focused spaces of socialization, like a digital teachers' lounge where teachers (coming from the same area of specialty) interact with each other, socialize but also discuss work, give or ask for help on a range of professional, administrative, logistical and administrative matters.

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“…CoP theory has been used as a framework in music education research to explore children's music-making and communication, 14 conduct case studies of high school music programs, 15 and investigate music teachers' CoPs. 16 Wenger also notes that virtual communities can introduce exciting possibilities for CoPs. 17 Virtual CoPs open membership to people beyond physical boundaries and can therefore house a range of individuals with varying expertise levels, fluid roles and responsibilities, and a shared purpose within an area of knowledge.…”

Section: Communities Of Practicementioning

confidence: 99%

“…Online CoPs are a valuable resource for music teachers. Social media have pivotally bridged teachers with musically situated communities, 35 preventing feelings of isolation. 36 Online CoPs through social media are especially useful as professional development due to a learning community consisting of members from various locations, ages, and musical and professional backgrounds.…”

Section: Social Media For Bridging Copsmentioning

confidence: 99%

Using Technology to Expand Communities of Practice and Support Culturally Sustaining Pedagogy in Music Education

Kim

2023

Music Educators Journal

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Technology can help expand communities of practice in music education and promote a democratic schooling process vital to culturally sustaining pedagogy. Through careful and effective implementation, technology helps connect students to relevant musical communities and supports educators in achieving student-centered thinking and practices. The increased use of technology during the pandemic created a unique opportunity for music educators to reflect on both the educational benefits and challenges of implementing technological resources in the music classroom. From smaller activities to large-scale projects, there are strong implications for how technology can play a role in transformative music education.

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Space to Share: Interactions Among Music Teachers in an Online Community of Practice

Cited by 14 publications

References 21 publications

You Don’t Look Sick: Voices of Music Educators Living With Chronic Illnesses

You Don’t Look Sick: Voices of Music Educators Living With Chronic Illnesses

Blurring Boundaries: Facebook Groups as Digital Teachers’ Lounges for ELT Professionals

Using Technology to Expand Communities of Practice and Support Culturally Sustaining Pedagogy in Music Education

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