Teacher research as professional development for P-12 music teachers

2013 ◽  
Vol 16 (4) ◽  
pp. 404-417 ◽  
Author(s):  
Colleen Conway ◽  
Scott Edgar ◽  
Erin Hansen ◽  
C. Michael Palmer
Keyword(s):  
Professional Development ◽  
Teacher Research ◽  
Music Teachers

Professional Development for the Experienced Music Educator: A Review of Recent Literature

2018 ◽  
Vol 37 (3) ◽  
pp. 12-19
Author(s):  
Karen Koner ◽  
John Eros
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Music Teachers ◽  
Recent Literature ◽  
Music Educators ◽  
Initial Examination ◽  
Professional Development Needs ◽  
Emerging Themes ◽  
Teachers Professional Development ◽  
K 12

There is a rich body of literature on professional development in music education, including research that has examined the professional development needs of experienced music teachers specifically. In fact, music teachers’ professional development needs may be affected by their degree of experience in the profession. The purpose of this literature review is to examine scholarship during the period 2007 to 2017 about the professional development needs of experienced K–12 music educators. Initial examination of literature in this area shows two emerging themes, including changing needs throughout the career and informal interactions among music educators, being highly effective.

Moving Forward with an Eye on the Past

2017 ◽  
pp. 112-128
Author(s):  
Jerome C. Bush
Keyword(s):  
Professional Development ◽  
Teacher Research ◽  
Historical Perspective ◽  
First Century ◽  
Past Century ◽  
Research Projects ◽  
The Past ◽  
Transformative Potential ◽  
New Models ◽  
Potential Benefits

Teacher research has become a well-known term in professional development circles, yet it is still often misunderstood. This chapter seeks to facilitate those who are interested in teacher research by providing a historical perspective. Understanding the development of teacher research over that past century will allow interested parties to move forward with greater insight of the potential benefits and drawbacks inherent in teacher research. Such an analysis may lead to increased success for teacher research projects as the twenty-first century unfolds. Although teacher research can be a challenging form of professional development, it has incredible transformative potential. It has the potential to enhance the entire profession of teaching as well as the knowledge, skills and abilities of individual teachers. A call is made for teachers and academics to move forward by forming an alliance to explore new models and methods of teacher research.

scholarly journals Music Teachers’ Perspectives on Live and Video-Mediated Peer Observation as Forms of Professional Development

2018 ◽  
Vol 28 (3) ◽  
pp. 28-42 ◽  
Author(s):  
Alfredo Bautista ◽  
Joanne Wong ◽  
Alberto Cabedo-Mas
Keyword(s):  
Professional Development ◽  
Teaching Strategies ◽  
Professional Growth ◽  
Classroom Practices ◽  
Music Teachers ◽  
Interview Study ◽  
Learning Approach ◽  
Peer Observation ◽  
Professional Development Needs ◽  
Teachers Perspectives

The purpose of this interview study, conducted with 12 primary music teachers in Singapore, was to determine whether peer observation is viewed as a learning approach that may contribute to professional growth. We found that both specialist and generalist music teachers highly valued peer observation and were optimistic about the use of video-mediated peer observation. As a form of professional development, peer observation appears to enhance understanding and application of teaching strategies, allows teachers to anticipate students’ reactions during lessons, and builds their confidence as instructors. Video-mediated peer observation, which is both convenient and easily accessible, provides contextualized examples of effective classroom practices. We conclude that peer observation activities are most meaningful and transformative when they are responsive, that is, designed with music teachers’ voices and professional development needs in mind.

From the Conference to the Classroom: Elevating Short-Term Professional Development for Lifelong Learning

2019 ◽  
Vol 33 (1) ◽  
pp. 24-28
Author(s):  
Justin J. West
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Long Range ◽  
Professional Growth ◽  
Music Teachers ◽  
High Impact ◽  
Short Term

Short-term or “one shot” professional development experiences are sometimes deemed less effective because they lack mechanisms for deep and ongoing engagement. Using the music conference as an example, I outline a simple framework on how music teachers might nevertheless use short-term professional development experiences as an impetus for long-range and high-impact professional growth.

Transforming Music Teaching via Technology: The Role of Professional Development

2003 ◽  
Vol 51 (4) ◽  
pp. 289-301 ◽  
Author(s):  
William I. Bauer ◽  
Sam Reese ◽  
Peter A. McAllister
Keyword(s):  
Professional Development ◽  
Music Teachers ◽  
Effective Means ◽  
Music Technology ◽  
Music Teaching ◽  
Demographic Information ◽  
Teaching Music ◽  
K 12

The purpose of this study was to determine if 1-week technology workshops can be an effective means for the professional development of music teachers in using technology for instruction. The results indicate that three indicators of effectiveness—teacher knowledge, teacher comfort, and frequency of teacher use—can he significantly improved in these settings. Participants ( N = 63) were music teachers enrolled in summer music technology workshops. At the beginning of the workshops, participants completed a questionnaire designed to provide demographic information and assess their knowledge of music technology, degree of comfort with music technology, and the frequency with which they used music technology in their teaching. Following an intensive weeklong workshop dealing with strategies for teaching music to K—12 students using music technology, participants completed a second questionnaire that was parallel to the first. Participants completed another similar questionnaire 9 to 10 months after the workshop. Significant differences were found between the pre-and. postworkshop questionnaires, between the preworkshop and follow-up questionnaires, and, between the postworkshop and follow-up questionnaires in all three areas. There was also a moderate correlation ( r = .43, p = .00) between participants' frequency of technological use and the degree to which they reported their access to technological resources.

scholarly journals Reimagining Music Teacher Collaboration: The Culture of Professional Learning Communities as Professional Development Within Schools and Districts

2019 ◽  
Vol 33 (1) ◽  
pp. 15-23
Author(s):  
Sharyn L. Battersby
Keyword(s):  
Professional Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Student Learning ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
Collaborative Community

Music educators are continually seeking new ways to better their practice and improve student learning. Professional learning communities are a type of collaborative community that when administered successfully provide a forum for music educators to become active participants in both their own learning and that of their students. While the notion of professional learning communities has been around since the 1990s, they have received renewed attention more recently due to the adaptation and implementation of Danielson’s popular Framework for Teaching, which has been implemented in many school districts across the country. Teachers facing the challenge of reshaping the culture of their music programs and seeing their initiative sustained will devise elements that will become embedded in that (school) culture. Supportive and shared leadership, shared values and vision, and collective learning are just some of the attributes that can contribute to student learning and the professional development of music teachers.

Australian super veteran secondary school music teachers: Motivated and valuable

2020 ◽  
Vol 38 (2) ◽  
pp. 226-239
Author(s):  
Jennifer Robinson
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Music Teachers ◽  
Demographic Data ◽  
Teaching Experience ◽  
Work Life ◽  
Work Life Balance ◽  
Career Stage ◽  
Life Balance ◽  
School Music

Veteran teachers are defined as having over 15 years’ teaching experience. This research introduces a new career stage of ‘super veteran’ for music teachers that have worked for 30 plus years and seeks to identify the influences on, and contributions of, Australian secondary school music teachers of this career stage. This article reports on survey data gathered in a larger qualitative study that contained a national survey and interviews. The analysis of the interview data in the larger study is yet to be completed. Likert-type scale questions were used for demographic data collection and open-ended questions explored influences on music teacher work practice. Of the responses, 32 were from super veteran secondary school music teachers. These teachers were motivated by working with students and felt valued by them and their parents. Super veterans continued to be engaged in professional development, found work–life balance a constant challenge and many were planning to continue teaching. This research has implications for school leaders in encouraging, valuing and utilising the expertise of super veteran secondary school music teachers. It suggests tailoring professional development for this career stage, gives feedback on the implementation of new curriculum and indicates strategies for stress management and work–life balance.

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