Using interactions among in-service music teachers in a graduate programme for teacher support

Shin, Jihae

doi:10.1080/14613808.2017.1301413

Cited by 5 publications

(11 citation statements)

References 21 publications

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“…Research into a professional development group indicates that it is important to create meetings in which group members can discuss the group’s value to create a healthy community (Pelletier, 2013; Shin, 2013). In considering the above findings within the previous research literature, the Korean mid-career teachers in the collaborative group seemed to begin to recognize the importance of teacher collaboration while applying shared knowledge and information in their own classrooms and reflecting about them.…”

Section: Discussionmentioning

confidence: 99%

“…We used purposeful sampling to recruit participants (Creswell, 2007). It is important for group members to create strong peer relationships first to feel comfortable during discussions and to build the confidence to work together (Shin, 2013). Therefore, we attempted to find a group of teachers who already had an existing social bond.…”

Section: Methodsmentioning

confidence: 99%

“…By collaborating with colleagues, music teachers became more reflective in their own teaching, found more effective teaching strategies, and learned from their peers’ strengths (Gruenhagen, 2007; Pelletier, 2013; Roulston et al, 2005). Music teachers’ collaborations also provided emotional support (Bell-Robertson, 2014; Blair, 2008; Shin, 2013) and allowed them to expand their knowledge of students’ behaviors (Stanley, 2009). The current study also sought to find out how Korean mid-career elementary teachers perceived their experience in a collaborative group.…”

Section: Introductionmentioning

confidence: 99%

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A collaborative group study of Korean mid-career elementary teachers for professional development in music

Shin

Seog

2017

International Journal of Music Education

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Professional development for in-service teachers is necessary to meet the changing needs of students and society. This teacher collaboration study examined the experiences of mid-career elementary teachers in Korea in their music professional development. Research questions included: (1) What were the contents of discussion? (2) What was the level of participation among elementary teachers in a collaborative group? (3) How did the focus of the group change over time? The data collection included nonparticipant observation, participants’ reflective journals, researchers’ logs, and artifact collection. Findings showed that participants mainly discussed teaching strategies about music classes and reflected new knowledge that were closely related to confidence in teaching. In addition, teachers in this collaborative group played different roles throughout the group meetings depending on their expertise and interests, but there was also a need for a facilitator. Finally, teachers in the group gradually identified the importance of teacher collaboration for their professional development and attempted to be peer mentors for others outside the collaborative group.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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A collaborative group study of Korean mid-career elementary teachers for professional development in music

Shin

Seog

2017

International Journal of Music Education

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“…All the pre-service music teachers in this study agreed that collaboration among peers was an integral factor in helping them to conduct their own research in the SDL process successfully. As said in Conway et al, (2010) and Shin (2018), the pre-service music teachers also enhanced their thoughts and developed their learning process based on the perspectives given their peers. These participants also managed to monitor and improve on their research methods as well as strategies.…”

Section: The Impact Of Sdl On Graduate Students' Performance In a Thesis Seminarmentioning

confidence: 91%

“…According to Garrison (1997), collaborative learning allowed an individual to work independently on a task besides gaining constructive comments from their collaborators. The process of collaboration helped the learners to evaluate the progress of their study (Silen & Uhlin, 2008) as well as to develop professional practice (Shin, 2018;Trust & Horrocks, 2017). The use of appropriate tools and resources aided by technology as well as virtual support are also evident in the SDL environment (Bullock, 2013;Haidari et al, 2019).…”

Section: Self-directed Learning (Sdl)mentioning

confidence: 99%

Self-directed Learning in Music Teacher Education: Perspectives from Pre-service Music Teachers in South Korea

Shin¹

2020

MJM

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This aim of this study is to investigate the perspectives of Korean pre-service music teachers on self-directed thesis seminar conducted in the graduate teacher education program. This research focused on 1) the attitude of pre-service music teachers towards self-directed thesis seminar and 2) the impact of self-directed thesis seminar on the progress of the pre-service music teachers’ performance. Ten pre-service music teachers participated in the researcher’s thesis seminar. The results demonstrated that most of the participants were anxious and insecure in managing the various educational resources as well as monitoring the progress of their study. However, the self-directed thesis seminar has indirectly provided the participants with a new learning environment to manage their own goals, initiate their own learning, and responsible for their own progress and outcomes. The findings also showed that collaborative learning is essential as an instructional approach in self-directed learning to enable the participants to share their views from different perspectives and develop critical thinking.

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Shifting frames: Two doctoral students’ identity construction as music teacher educators

Tucker

Adams

2022

International Journal of Music Education

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The purpose of this study was to examine our music teacher educator (MTE) identity construction. Our research questions were: (a) How did we describe our MTE identity construction during our doctoral education? and (b) What experiences were most salient in our MTE identity construction during our doctoral education? We used basic qualitative methods to conduct a self-study of our transition from music educators to teacher educators. Hermans and Hermans-Konopka’s dialogical self theory was our theoretical framework. Through analysis, our findings coalesced around three themes: (a) experiences of uncertainty and tension related to who we were as people; (b) wrestling with uncertainty through internal conflict, open-ended mentorship, gradually adopting nuance, fearing rejection, and seeking acceptance; and (c) an expanded sense of self as we incorporated parts of being an MTE into our whole selves, embraced agency in meaning-making, accepted tension, and began offering transformative experiences to our students. Implications for music teacher education are discussed.

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Using interactions among in-service music teachers in a graduate programme for teacher support

Cited by 5 publications

References 21 publications

A collaborative group study of Korean mid-career elementary teachers for professional development in music

A collaborative group study of Korean mid-career elementary teachers for professional development in music

Self-directed Learning in Music Teacher Education: Perspectives from Pre-service Music Teachers in South Korea

Shifting frames: Two doctoral students’ identity construction as music teacher educators

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