Structure, Agency, and Career Stage: Stories of Three Band Directors

Autor/in	Gossett, Jason B.
Titel	Structure, Agency, and Career Stage: Stories of Three Band Directors
Quelle	In: Contributions to Music Education, 48 (2023), S.39-57 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0190-4922
Schlagwörter	Music Education; Music Activities; Diaries; Professional Autonomy; Administrator Attitudes; Teacher Education Programs; Personal Autonomy; Case Studies; Administrator Characteristics; Career Development; Competition; Musical Instruments + Suchen Sie Ihr Suchwort? Musikerziehung; Musikalische Aktion; Diary; Tagebuch; Berufsfreiheit; Individuelle Autonomie; Case study; Fallstudie; Case Study; Berufsentwicklung; Wettkampf; Musikinstrument
Abstract	Band directors have a strong sense of the traditions of band when they begin teaching. They learned these traditions as students in band and through music education coursework. They also have unique personal histories that influence the ways in which they perpetuate or alter these traditions. The variety of personal and professional experiences influences their agency. Using strong structuration theory (Stones, 2005) as a theoretical framework, I conducted a collective case study to understand how both life experience and professional preparation can constrain or enable band director agency. Three band directors who taught in the Pacific Northwest region of the United States participated in individual and focus group interviews and completed reflective journals. Results indicated participants faced gatekeeping early in their careers as part of their professional preparation which constrained teacher agency. Additionally, life stage/experience (e.g., age, motherhood, and non-music related experiences) played a role in participants' agency. (As Provided).
Anmerkungen	Ohio Music Education Association. e-mail: contributions@omea-ohio.org; Web site: https://www.omea-ohio.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01