Preservice Teachers as Policy Actors: Developing Policy Consciousness in a Student-Led Arts Partnership Program

Autor/in	Bylica, Kelly
Titel	Preservice Teachers as Policy Actors: Developing Policy Consciousness in a Student-Led Arts Partnership Program
Quelle	In: Journal of Music Teacher Education, 32 (2023) 3, S.89-104 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bylica, Kelly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/10570837231152615
Schlagwörter	Preservice Teachers; Teacher Education Programs; Metropolitan Areas; Art Education; Partnerships in Education; Student Role; Program Development; Music Education; Music Teachers; Educational Policy; After School Programs; Case Studies; Teacher Attitudes; Nonprofit Organizations; Instructional Leadership; Elementary School Students; Preschool Education; Teaching Methods; School Community Relationship + Suchen Sie Ihr Suchwort? Ballungsraum; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Hochschulpartnerschaft; Programmplanung; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Politics of education; Bildungspolitik; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Case study; Fallstudie; Case Study; Lehrerverhalten; Nonprofit-Organisation; Instruction; Leadership; Führung; Pre-school education; Vorschulerziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The purpose of this study was to consider how the experiences of nine preservice music educators who participated in the development of Project B impacted their understandings of and participation in policy. Project B is an after-school program that seeks to provide music education classes for children at several metropolitan elementary schools as part of an arts partnership program. Drawing from the four dispositions of policy consciousness, I considered how preservice educators grappled with their complex roles as policy actors within this setting. In particular, I focused on the dispositions cultivated by these preservice teachers as they developed this program, as well as the ways in which participating in the creation of this program impacted how they engaged as policy actors and leaders as inservice music educators. Participants' experiences offer implications related to the importance of participating in contextualized policy-oriented experiences for preservice music educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01