Maintaining Enthusiasm for Classroom Teaching through Multiple Syllabus Changes over a 20-Year Period: A Case Study of One Teacher's Journey

Autor/in	Carter, Jennifer
Titel	Maintaining Enthusiasm for Classroom Teaching through Multiple Syllabus Changes over a 20-Year Period: A Case Study of One Teacher's Journey
Quelle	In: Australian Journal of Music Education, 54 (2021) 1, S.3-13 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9484
Schlagwörter	Case Studies; Music Teachers; Music Education; Foreign Countries; Secondary School Teachers; Teacher Attitudes; Course Descriptions; Australia + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Music; Teacher; Teachers; Musiklehrer; Musikerziehung; Ausland; Lehrerverhalten; Kursstrukturplan; Australien
Abstract	This paper investigates one experienced classroom music teacher's journey in navigating syllabus changes in New South Wales (NSW) secondary schools in the period between 1968 and 1978. A significant dearth of research on teacher education in general, and in particular, in the area of secondary music teaching exists in NSW. This research will add to the area. In this case study, semi-structured interviews with the participant investigate the themes of adaptability and resilience to change in curriculum and pedagogy in the music classroom. Included in the research are syllabus documents and memoranda to School Principals over the time period, concluding with the analysis and interpretation of the research data. (As Provided).
Anmerkungen	Australian Society for Music Education. P.O. Box 5, Parkville, Victoria 3052, Australia. Tel: +61-3-9925-7807; e-mail: publications@asme.edu.au; Web site: http://www.asme.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01