An Investigation of Postsecondary Violin Instructors' Remedial Pedagogy: A Case Study

Autor/in	Mio, Vanessa A.
Titel	An Investigation of Postsecondary Violin Instructors' Remedial Pedagogy: A Case Study
Quelle	In: International Journal of Music Education, 36 (2018) 2, S.297-308 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761417731439
Schlagwörter	Music; Music Education; Remedial Instruction; Music Teachers; Case Studies; Music Techniques; Qualitative Research; Postsecondary Education; Self Efficacy; Well Being; Attribution Theory; Musical Instruments; Foreign Countries; Semi Structured Interviews; Canada; United States; North America + Suchen Sie Ihr Suchwort? Musik; Musikerziehung; Förderkurs; Music; Teacher; Teachers; Musiklehrer; Case study; Fallstudie; Case Study; Musikalische Technik; Qualitative Forschung; Post-secondary education; Tertiäre Bildung; Self-efficacy; Selbstwirksamkeit; Well-being; Wellness; Wohlbefinden; Musikinstrument; Ausland; Kanada; USA; Nordamerika
Abstract	Applied violin instructors at the postsecondary level often implement remedial pedagogy with incoming first-year students in order to address technical/musical habits or deficiencies. As students strive to alter their technique, resistance to change and low self-efficacy often result. Using a descriptive qualitative multiple case study research design, 10 postsecondary violin instructors from across North America were interviewed to gain insight into their personal perspectives and experiences implementing remedial pedagogy with first-year violin students. The interview data and external data sources were analyzed through the theoretical framework of attribution theory and teacher attribution scaffolding theory. The results indicate that many participants address correction through effective communication, based on the individual physiological/psychological wellbeing of every student, their level of self-efficacy, motivation, resistance to change, and postsecondary expectations. The pedagogical expertise and applied experiences presented in this study should inform current and future violin pedagogues about how to effectively address technical/musical deficiencies so that the wellbeing of students remains a priority throughout the remedial process. (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