Elements of a Successful Professional Learning Community for Music Teachers Using Comprehensive Musicianship through Performance

Autor/in	Sindberg, Laura K.
Titel	Elements of a Successful Professional Learning Community for Music Teachers Using Comprehensive Musicianship through Performance
Quelle	In: Journal of Research in Music Education, 64 (2016) 2, S.202-219 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429416648945
Schlagwörter	Music; Music Education; Music Teachers; Professional Development; School Districts; Suburban Schools; Musicians; Singing; Data Collection; Case Studies; Teaching Methods; Ethnography; Metropolitan Areas; Semi Structured Interviews; Meetings; Notetaking; Video Technology; Observation; Surveys; Data Analysis; Faculty Development; Group Membership; Group Dynamics; Novices; Learning Activities; Interprofessional Relationship; Communities of Practice + Suchen Sie Ihr Suchwort? Musik; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; School district; Schulbezirk; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Musiker; Gesang; Data capture; Datensammlung; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Ethnografie; Ballungsraum; Meeting; Tagung; Beobachtung; Survey; Umfrage; Befragung; Auswertung; Gruppenzugehörigkeit; Gruppendynamik; Lernaktivität; Community
Abstract	The purpose of this study was to examine the ways in which a professional learning community (PLC) of music teachers sustained growth as they sought to incorporate Comprehensive Musicianship Through Performance (CMP) in their teaching practices. Seven music teachers from a suburban school district in the upper Midwest participated in a PLC as they incorporated CMP into their bands, choirs, and orchestras over a 2-year period of data collection. Findings of this collective case study describe the process of implementing CMP, reinforce the importance of a collaborative culture, and consider the impact of emotional aspects related to teacher change and shifts in teacher knowledge as a result of participating in this learning community. Particular challenges included implementing CMP amid performance expectations of technical proficiency and shifting emphasis from solely performance to performance and understanding. While findings suggest that incorporating CMP can have a positive impact in school ensembles, moving away from established performance routines and expectations can be daunting for veteran as well as novice teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01