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AutorenSirek, Danielle; Sefton, Terry
TitelControl, Constraint, Convergence: Examining Our Roles as Generalist Teacher Music Educators
QuelleIn: Action, Criticism, and Theory for Music Education, 17 (2018) 2, S.50-70 (21 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1545-4517
SchlagwörterTeacher Role; Music Teachers; Preservice Teacher Education; Music Education; Adjunct Faculty; Foreign Countries; Course Descriptions; Power Structure; Standards; Educational Strategies; Ethnography; Canada
AbstractThis research explores the effects of institutional constraints on instructional practices in a preservice generalist teacher music education program in Ontario, Canada. Using Institutional Ethnography and document analysis of active texts, we, an adjunct and tenured professor, use our own experiences to elucidate the multiple points of control and constraint in which teacher education instructors operate. We examine the ways in which "official" documents, such as course outlines, activate institutional expectations and relations of power, and promote standardization (convergence). We explore factors that influence our curricular choices, pedagogical strategies, and occasional acts of resistance; and how these impact differently tenured and adjunct faculty. The paper includes an introduction to the Action Research project that sparked this inquiry, in which we are investigating generalist teacher confidence and engagement with teaching music in the elementary classroom. (As Provided).
AnmerkungenMayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/3/09
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