A Dialogue of Necessity: Attending to Teacher Candidates' Informal Music Experiences

Autor/inn/en	Griffin, Shelley M.; Ismailos, Linda
Titel	A Dialogue of Necessity: Attending to Teacher Candidates' Informal Music Experiences
Quelle	In: Update: Applications of Research in Music Education, 34 (2015) 1, S.24-32 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8755-1233
DOI	10.1177/8755123314548041
Schlagwörter	Music Activities; Music Education; Student Experience; Preservice Teacher Education; Preservice Teachers; Teacher Competencies; Fear; Informal Education; Relevance (Education); Student Centered Curriculum; Educational Practices; Educational Strategies; Teaching Methods; Teaching Skills; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Musikalische Aktion; Musikerziehung; Studienerfahrung; Lehramtsstudiengang; Lehrerausbildung; Lehrkunst; Furcht; Informelle Bildung; Nichtformale Bildung; Relevance; Relevanz; Bildungspraxis; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Ausland; Kanada
Abstract	Many teacher candidates (preservice teachers) in a Bachelor of Education degree cross the threshold into an elementary music methodology course with trepidation. Thus, teacher educators (music education professors) ought to explore the ways in which they can attend to students' music experiences so as to increase teacher competence. This article explores three relevant areas of literature: fear of teaching music, relevance of informal music learning on influencing teacher identity, and influence of such experiences on teacher education programs. Building on this literature, the article concludes with highlighting a 2-year narrative inquiry exploring how the daily music experiences of teacher candidates' inform their teaching practices. Through the use of visual narratives (body maps), oral and written narratives, and conversational interviews, 20 participants gave voice to their multilayered experiences that influenced their perceptions about music teaching. Findings deepen conceptualizations concerning the power of informal music learning in shaping teacher identity and practice. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01