Unpacking thehabitus: Exploring a music teacher’s values, beliefs and practices

Abstract

There is substantial evidence in the literature to support the claim that teachers’ values and beliefs have a powerful effect on their teaching practice, and that these shape students’ experiences of music learning. However, little attention has been paid to the forces by which these values and beliefs are shaped, and, more importantly, how more positive teacher dispositions may be cultivated and developed through teacher education. Drawing on methodological devices of narrative inquiry, and Bourdieu’s concept of habitus as an interpretive tool, this article describes a case study of one music teacher’s values and beliefs and how these were shaped by personal experiences, and social and institutional forces. Specifically, the paper considers the ways in which this teacher’s values and beliefs were reshaped over the course of the research process.

Viewing the Parent-Teacher Relationship in Music Education Through the Lens of Role Theory: A Literature Review

“…Teachers play diverse and complex roles in music education. We identified four roles from the surveyed literature, and discuss the roles of professional musician and educator (Austin et al, 2012; Ballantyne et al, 2012; Bernard, 2004; Bouij, 2004; Miksza, 2007; Pellegrino, 2009; Russell, 2012; Scheib, 2006), teacher as partner in education (Fischler, 2007; Macmillan, 2003; Music Teachers National Association [MTNA], 2004), and teacher as role model (Ballantyne et al, 2012; Dwyer, 2015; Leong, 2008; Pitts, 2012).…”

“…Like parents, teachers are also role models (Ballantyne et al, 2012), nurturers (Ballantyne et al, 2012), and mentors (Dwyer, 2015; Leong, 2008; Pitts, 2012). Preservice music teachers stressed the importance of being role models by “‘wearing’ the role of teacher [and] modeling behaviors they see in their lecturers or supervising classroom teachers” (Ballantyne et al, 2012, p. 219).…”

“…Preservice music teachers stressed the importance of being role models by “‘wearing’ the role of teacher [and] modeling behaviors they see in their lecturers or supervising classroom teachers” (Ballantyne et al, 2012, p. 219). Furthermore, Dwyer (2015) describes an observation of a class where a teacher played the role of a mentor by taking time to have a long chat with the pupils in an effort to develop a relationship with them, and to help them to be more relaxed in learning. Both Leong (2008) and Pitts (2012) found that teachers have a strong influence on children’s motivation, development, and confidence.…”

Exploring the Role of the Music Teacher from the Perspectives of Parents and Teachers in West Malaysia

“…Finally, the literature suggests that music teachers play other roles such as a role model (Ballantyne et al, 2012;Creech & Hallam, 2009;Isbell, 2015), nurturer (Ballantyne et al 2012), and mentor (Dwyer, 2015;Leong, 2008). Creech (2009) describes a finding in her study where a teacher saw herself as a role model -both as performer and a person -for her pupils.…”

Human Resource Professionals’ Perceptions of Music Teacher Candidate Performance on Prescreening Interview Instruments

“…Music teacher educators should engage in tough conversations concerning the extent to which preparation programs may contribute to—or not properly ameliorate—music teacher candidates’ prescreener interview stumbles. For example, if potential music teachers have difficulty responding with empathy and cannot avoid a no-nonsense “coach” mentality, music teacher educators should examine their philosophy, program vision, curriculum, and pedagogy to find space for targeted case studies that spur conversations on these topics (Dwyer, 2015; Woody, Gilbert, & Laird, 2018). Additionally, if prospective candidates are not able to speak confidently about student relationships and individual musical growth, music teacher educators must reflect on possible holes in students’ preparation.…”