Literaturnachweis - Detailanzeige
| Autor/in | McClellan, Edward |
|---|---|
| Titel | A Social-Cognitive Theoretical Framework for Examining Music Teacher Identity |
| Quelle | In: Action, Criticism, and Theory for Music Education, 16 (2017) 2, S.65-101 (37 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1545-4517 |
| Schlagwörter | Music Teachers; Professional Identity; Literature Reviews; Social Cognition; Role Theory; Social Theories; Teaching Skills; Knowledge Level; Individual Characteristics; Music Education; Self Efficacy |
| Abstract | The purpose of the study was to examine a diverse range of research literature to provide a social-cognitive theoretical framework as a foundation for definition of identity construction in the music teacher education program. The review of literature may reveal a theoretical framework based around tenets of commonly studied constructs in the social-cognitive theory, social identity theory, symbolic interactionism, and role theory to ground future research on music teacher constructs which may be examined through both quantitative and qualitative measures. The proposed theoretical framework within this study might further the ways through which the profession investigates music teacher identity construction, and enhances university teacher training and induction, enriching the lives of future music educators. (As Provided). |
| Anmerkungen | MayDay 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 von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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