Theory and Practice of Technology-Based Music Instruction

2013 ◽  
Author(s):  
Jay Dorfman
Keyword(s):  
Teacher Educators ◽  
Social Issues ◽  
Theory And Practice ◽  
Music Instruction ◽  
Music Teaching ◽  
Teaching Behaviors ◽  
Student Work ◽  
Philosophical Foundations ◽  
Music Program ◽  
Teacher Work

Based on educational theory and on recognized music teaching methods, Theory and Practice of Technology-Based Music Instruction develops a framework for examining music teaching that uses technology to introduce, reinforce, and assess skills and concepts. The framework guides in-depth discussions about theoretical and philosophical foundations of technology-based music instruction (TBMI), materials for teaching, teaching behaviors, and assessment of student work, teacher work, and fit of technology into the music program. The book includes examples of TBMI lessons from real teachers, and analyses of the successful and developing parts of these lessons. The book also addresses issues of accountability and standards; recommendations for professional development; and the future of the field, embodied in emerging technologies, alternative ensembles, and social issues. It will be a key volume for teachers implementing new curricular offerings and for music teacher educators as a foundation for teaching with technology beyond a focus on software and hardware.

Rhetorically speaking: on white preservice teachers’ failure to imagine an anti-racist English education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
S.R. Toliver ◽  
Heidi Hadley
Keyword(s):  
Preservice Teachers ◽  
Thematic Analysis ◽  
Design Methodology ◽  
Teacher Educators ◽  
English Education ◽  
Theory And Practice ◽  
Education Programs ◽  
Content Type

Purpose This paper aims to identify how white preservice teachers’ inability to imagine an equitable space for Black and Brown children contributes to the ubiquity of whiteness in English education. Further, the authors contend that the preservice teachers’ responses mirror how the larger field of English education fails to imagine Black and Brown life. Design/methodology/approach Using abolitionist teaching as a guide, the authors use reflexive thematic analysis to examine the rhetorical moves their preservice teachers made to defer responsibility for anti-racist teaching. Findings The findings show preservice teachers’ rhetorical moves across three themes: failure to imagine Black and Brown humanity, failure to imagine a connection between theory and practice, and failure to imagine curriculum and schooling beyond whiteness. Originality/value By highlighting how preservice teachers fail to imagine spaces for Black and Brown youth, this study offers another pathway through which teacher educators, teachers and English education programs can assist their faculty and students in activating their imaginations in the pursuit of anti-racist, abolitionist teaching.

scholarly journals Teaching Future Teachers in the Subject of Pedagogy

2015 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Liv Gjems ◽  
Inge Vinje
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
National Curriculum ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Strong Connection ◽  
Qualified Teachers ◽  
Need Support ◽  
The Subject ◽  
Support Time

<p>In several European countries, teacher education is regulated by national plans that emphasise pedagogy as the central subject. Pedagogy shall include research-based knowledge, as well as having a strong connection between theory and practice. We have interviewed teacher educators about what they emphasise about theoretical and practical issues in the subject of pedagogy. Though they have to follow the curriculum, they express that they have different conceptions and emphasise different issues both in theoretical and practical pedagogy. Their answers point to the challenges between the establishment of a professional autonomy and the control the national curriculum imposes them The teacher educators were quite vague about their teaching about research-based knowledge. They expressed that they need support, time and possibilities to discuss the content in the curriculum and how to educate high qualified teachers.</p>

scholarly journals Developing Communities of Praxis: Bridging the theory practice divide in teacher education

2013 ◽  
Vol 47 (3) ◽  
pp. 359-377 ◽  
Author(s):  
Michael James Anderson ◽  
Kelly Freebody
Keyword(s):  
Teacher Education ◽  
Beginning Teachers ◽  
Teacher Educators ◽  
Teach For America ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Practical Significance ◽  
Education Policies ◽  
The University ◽  
New Education

Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of “alternative approaches” to teacher education such as Teach for America / Australia. One of the most persistent complaints about pre-service teacher education is that educational theory presented in these programs does not relate sufficiently to the real work of teachers. In an attempt to overcome these real or perceived divides, tertiary drama educators at the University of Sydney constructed a professional experience program based on both the community of practice model (Lave and Wenger, 1991) and Frierean notions of praxis (1972). The community of praxis approach emphasises the importance of integrating theory and practice to support the development of beginning teachers. This article outlines the development, implementation, and evaluation of this approach, including the reasoning behind its foundation and the theoretical and practical significance of such an approach for teacher-educators.

scholarly journals Investigating the ‘integration of theory and practice’ in examination physical education

2018 ◽  
Vol 25 (4) ◽  
pp. 1036-1055 ◽  
Author(s):  
Andrew Jones ◽  
Dawn Penney
Keyword(s):  
Physical Education ◽  
Teacher Educators ◽  
Learning Opportunities ◽  
Curriculum Planning ◽  
Theory And Practice ◽  
Pedagogical Practices ◽  
Assessment Practices ◽  
Integrated Theory ◽  
Conceptual Clarity ◽  
Official Curriculum

This paper presents theoretical insights and empirical findings from research in Western Australia (WA) that explored the concept of ‘integrated theory and practice’ in the context of the introduction of a new examination physical education course. The lack of conceptual clarity associated with attempts to embed ‘integration’ into curriculum developments in examination physical education internationally provided a stimulus for this research. Focusing on a new Physical Education Studies course in WA, the research foregrounded the concept of policy enactment and used Arnold’s framework of learning in, through and about movement as a critical frame to investigate the specific notions of integration that were embedded in the official curriculum text and expressed in pedagogical practices in schools implementing the new course. The paper reports findings from the investigation of the pedagogic meanings that four teachers gave to ‘integrated theory and practice’. The data illustrate the varied meanings teachers gave to ‘integration’ and the differences consequently arising in their curriculum planning, teaching and assessment practices associated with the new Physical Education Studies course. Analysis of the data identified opportunistic, structured and investigative ‘integrated’ pedagogies. Data associated with each approach are presented and the expression of Arnold’s dimensions within each approach explored. Discussion pursues the conditions enabling different pedagogical practices to emerge from the new Physical Education Studies course and the learning opportunities provided to students by the different pedagogical approaches. The paper presents a case for further engagement with the pedagogical expression of Arnold’s framework by curriculum developers, researchers, teacher educators and teachers.

Kazakh history and philosophy: ethnomathematical component of the content of education

2020 ◽  
Vol 42 (1) ◽  
pp. 213-224
Author(s):  
Murabak Ermaganbetov ◽  
◽  
Bakhytzhan Shingisbaev ◽  
Aliya Akramova ◽  
Tavarkul Baskimbaeva ◽  
...  
Keyword(s):  
Scientific Literature ◽  
Theory And Practice ◽  
Methodological Principle ◽  
Teaching Mathematics ◽  
Elementary Grades ◽  
Mathematical Education ◽  
Philosophical Foundations ◽  
Modern Education ◽  
The World ◽  
The Republic

This article discusses the problems of the culturological approach as a methodological principle of the theory and practice of modern education, historical and philosophical foundations of the formation and development of mathematical education in elementary grades. The authors of this article take part in the discussion around the problem of ethnomathematics, which will continue on the pages of the world scientific literature for several years. We would also like to express our opinion, our ideas on this issue and offer our opinion on the solution to this problem. We would like to acquaint the reader with the experience of including the ethnomathematical component in teaching mathematics in primary school in the Republic of Kazakhstan. The significance of our study is that in the lessons of mathematics the tasks of mastering the required level of mathematical education and sociocultural problems were solved.

scholarly journals Music Teacher Rankings of Selected Core Teaching Practices

2019 ◽  
Vol 29 (1) ◽  
pp. 86-99
Author(s):  
J. Si Millican ◽  
Sommer Helweh Forrester
Keyword(s):  
Music Education ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teaching ◽  
Pedagogical Content ◽  
Technical Vocabulary ◽  
History Of ◽  
Service Music

There is a decades-long history of music education researchers examining characteristics and skills associated with effective teaching and assessing how preservice music teachers develop those competencies. Building on studies of pedagogical content knowledge and the professional opinions of experienced music educators, researchers are now attempting to identity a body of core music teaching practices. We asked experienced in-service music teachers ( N = 898) to think about the skills beginning music teachers must possess to investigate how respondents rated and ranked selected core music teaching practices in terms of their relative importance. Developing appropriate relationships with students, modeling music concepts, and sequencing instruction were the top core teaching practices identified by the group. Results provide insights into knowing, naming, and framing a set of core teaching practices and offer a common technical vocabulary that music teacher educators might use as they design curricula and activities to develop these foundational skills.

Hubungan antara Nilai Kerja dan Faktor Demografi Guru Pelatih

2012 ◽  
Author(s):  
Zakaria Kasa
Keyword(s):  
Social Relations ◽  
Significant Relationship ◽  
Life Style ◽  
Work Values ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Development Economic ◽  
Ministry Of Education ◽  
Trainee Teachers ◽  
Teacher Work

Tujuan kajian deskriptif–korelasi ini ialah untuk menentukan sama ada terdapat hubungan yang signifikan antara nilai kerja dengan faktor demografi guru pelatih Universiti Putra Malaysia (UPM). Sebanyak 215 guru pelatih telah dipilih secara rawak sebagai sampel kajian. Seratus tujuh puluh tiga (80.5%) responden telah mengembalikan soal selidik. Dapatan menunjukkan bahawa secara keseluruhan responden mempunyai nilai kerja yang positif. Nilai kerja yang dianggap penting oleh responden ialah perkembangan kendiri, ganjaran ekonomi, pekerjaan yang terjamin, stail hidup dan kreativiti. Nilai kerja yang dianggap kurang penting ialah kepelbagaian, autoriti, hubungan sosial, risiko dan prestij. Hubungan rendah yang signifikan wujud antara nilai kerja secara keseluruhan dengan pengalaman mengajar dan umur. Jantina didapati mempunyai hubungan rendah yang signifikan dengan autoriti dan kreativiti. Pengalaman mengajar mempunyai hubungan rendah yang signifikan dengan prestij, kepelbagaian dan risiko. Taraf perkahwinan mempunyai hubungan rendah yang signifikan dengan risiko. Umur didapati mempunyai hubungan rendah yang signifikan dengan autonomi, stail hidup, prestij dan risiko. Cadangan yang diberikan ialah pendidik guru perlu membimbing guru pelatih dalam memilih laluan kerjaya yang sesuai dengan nilai kerja mereka dan pihak Kementerian Pelajaran boleh menggunakan nilai kerja guru pelatih sebagai kriteria dalam pemilihan guru. Kata kunci: Nilai kerja, etika kerja, guru pelatih, sikap kerja, pendidikan perguruan The purpose of this descriptive–correlational study is to determine whether there is a significant relationship between the work values and the demographic factors of trainee teachers in Universiti Putra Malaysia (UPM). A total of 215 trainee teachers were randomly selected as a sample of the study. One hundred and seventy–three (80.5%) respondents returned the questionnaires. The findings showed that generally, respondents had positive work values. Work values that were considered important by the respondents were self–development, economic rewards, job security, life style, and creativity. Work values that were considered by respondents as less important were variety, authority, social relations, risks and prestige. A low but significant relationship existed between the work values in general, teaching experience, and age. Gender was found to have a low but significant relationship with authority and creativity. Teaching experience had a low but significant relationship with prestige, variety, and risks. Marital status had a low but significant relationship with risks. Age was found to have a low but significant relationship with autonomy, life style, prestige, and risks. This study suggests that teacher educators should guide trainee teachers in choosing career paths that are suitable with their work values, and the Ministry of Education can use the work values of trainee teachers as a criteria in selecting teachers. Key words: Work values, work ethics, trainee teacher, work attitude, teacher education

Discourses and Discursive Identities of Teachers Working as University-Based Teacher Educators in Singapore

2020 ◽  
Vol 72 (1) ◽  
pp. 100-112 ◽  
Author(s):  
Mei Ying Tan
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Teacher Educators ◽  
Theory And Practice ◽  
Critical Discourse ◽  
The Core ◽  
Hybrid Spaces ◽  
Learning Development ◽  
The University

This study made explicit the discourses of 10 teachers working as university-based teacher educators in Singapore to understand their enacted identities. It framed identity as discursive, constructed through language and talk. Interview data were analyzed using descriptive discourse analysis tools, with critical discourse analysis influencing the process. The discourses are as follows: (a) The value of seconded teachers is located firmly within schools, with practice and practitioner elevated above theory and academics; (b) teaching is the core role of seconded teachers, and discourses about learning, development, and research are weak; and (c) an individualistic framing situates the locus of change on teacher-practitioners. Hybrid spaces that bring theory and practice together are discursive spaces. Both the strengths and limitations of existing discursive identities need to be acknowledged, and multifaceted and complex practitioner identities explored. This article contributes to the integration of practitioners into the wider community of teacher educators in the university.

scholarly journals Literacy Teacher Educators Creating Space for Children’s Literature

2020 ◽  
Vol 10 (10) ◽  
pp. 288
Author(s):  
Lydia Menna ◽  
Clare Kosnik ◽  
Pooja Dharamshi
Keyword(s):  
Children's Literature ◽  
Social Practice ◽  
Teacher Educators ◽  
Social Issues ◽  
Children’S Literature ◽  
Linguistically Diverse ◽  
Construction Of Knowledge ◽  
Teacher Trainees ◽  
Literacy Teacher ◽  
Support Teacher

This paper reports on a qualitative research study that examined how 10 literacy teacher educators (LTEs) utilized children’s literature to invite teacher trainees to critically engage with social issues, challenge their assumptions about literacy, and begin to develop the knowledge and dispositions to work alongside diverse learners (e.g., culturally, linguistically, socio-economically). The LTEs recognized that teacher trainees often entered their literacy courses with restricted conceptions of literacy and deficit assumptions about children from economically marginalized and/or culturally and linguistically diverse backgrounds. Within their courses, the LTEs positioned literacy as a multifaceted social practice, wherein access to a variety of representational resources facilitates the active construction of knowledge and identities. The LTEs modeled instructional strategies and designed assignments that encouraged teacher trainees to use children’s literature as a means to connect with issues relevant to the lives of young learners within contemporary classrooms. This research will be of interest to LTEs who endeavor to use children’s literature as a springboard to support teacher trainees to develop a self-reflective stance and a critical cultural consciousness.

Sign in / Sign up

Export Citation Format

Share Document