Literaturnachweis - Detailanzeige
| Autor/in | Shaw, Julia T. |
|---|---|
| Titel | Alleviating Praxis Shock: Induction Policy and Programming for Urban Music Educators |
| Quelle | In: Arts Education Policy Review, 119 (2018) 1, S.25-35 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1063-2913 |
| DOI | 10.1080/10632913.2016.1185655 |
| Schlagwörter | Music Education; Urban Education; Preservice Teachers; Beginning Teachers; Teacher Education Programs; Music Teachers; Teacher Orientation; College School Cooperation; Communities of Practice; Urban Schools; Urban Teaching; Faculty Development; Culturally Relevant Education; Social Justice |
| Abstract | An integral part of a teacher learning continuum ranging from preservice education to professional development for experienced educators, new teacher induction holds particular potential to effect change in urban education. Accordingly, this article offers recommendations for induction-related policy and programming capable of supporting beginning music educators' professional growth in urban settings. Four programmatic components well-suited to addressing urban music teachers' distinctive learning needs are discussed: professional development tailored to urban settings, collaborative communities of practice, mentoring, and school-university partnerships. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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