scholarly journals Informal and non formal music experience: power, knowledge and learning in music teacher education in Chile

2019 ◽  
Vol 37 (2) ◽  
pp. 272-285 ◽  
Author(s):  
Carlos Poblete ◽  
Adrian Leguina ◽  
Nicolás Masquiarán ◽  
Bárbara Carreño
Keyword(s):  
Teacher Education ◽  
Musical Training ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Structured Interviews ◽  
Music Learning ◽  
Mediating Role ◽  
Learning Contexts ◽  
The Relationship

Previous research recognizes the importance of musical experiences on music teacher education. However, current efforts do not provide a comprehensive view of the way their students learn music before starting university. The objective of this study is to portray their musical experiences, identifying the distinctive mechanisms underlying the relationship between practices, repertoires, and training contexts for music learning. A combination of pedagogical, social and musical dimensions, inspired by sociological theories of P. Bourdieu and B. Bernstein, examine the pre-university musical experiences and the mediating role of students’ sociocultural origins. Empirically, multimodal information from four Chilean universities ( n = 55) was collected through the application of a survey questionnaire and semi-structured interviews, and analyzed using a set of mixed techniques, including descriptive statistics, text mining, and content analysis. Findings reveal relevant associations between practices, repertoires, and learning contexts, especially in terms of the specialized nature of musical training and the habitus and cultural dispositions of practitioners. Particularly relevant is the predominance of informal and non-formal learning contexts and their translation into specific types of learning. These challenge current perspectives and contribute a tool kit for the understanding of the relationship between power and knowledge in future professional teachers.

Intercultural Tensions and Creativity in Music

2012 ◽  
pp. 353-370 ◽  
Author(s):  
Eva Saether ◽  
Alagi Mbye ◽  
Reza Shayesteh
Keyword(s):  
Teacher Education ◽  
Theoretical Framework ◽  
The Other ◽  
Music Teacher ◽  
Course Development ◽  
Music Teacher Education ◽  
Music School

This article examines the role of creativity in the Iranian-Swedish association music school in Malmö and Maali's Music School in Gambia. Section 1 outlines the theoretical framework which combines Vygotsky's theories of creativity with current discussions in ethnomusicology on the value and nature of cultural meetings. Section 2 presents an overview of how the concept of the Other has been used in the present study, in seeking insights from the epistemology of non-Western cultures. Section 3 describes how creativity is conceived and practised in the Gambian and Persian/Swedish examples. Section 4 describes the approach used in course development for music teacher education, while Section 5 presents a summary of key principles and approaches.

Music Education and Some of Its Subfields: Thoughts about Future Priorities

2012 ◽  
pp. 614-620 ◽  
Author(s):  
Lucy Green
Keyword(s):  
Teacher Education ◽  
Education Research ◽  
Music Education ◽  
Theory And Practice ◽  
Music Teacher ◽  
Music Teacher Education ◽  
The Relationship

This article discusses some important issues in music education. Specifically, it identifies three substantial sub-fields under the umbrella of music education: education-in-music, music-education-research, and music-teacher-education. It considers some of the implications of dividing the field this particular way, especially with regards to the relationship between theory and practice within each sub-field.

Change in Music Teacher Education

2019 ◽  
pp. 66-84
Author(s):  
David J. Elliott ◽  
Marissa Silverman
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Teaching And Learning ◽  
Music Educators ◽  
Music Teacher ◽  
Music Teaching ◽  
Music Teacher Education ◽  
Philosophical Perspective ◽  
Pedagogical Content

This chapter offers a philosophical perspective on the central aims and values of music teacher education with a specific focus on the ethical dimensions of music teaching and learning. Drawing on the work of music education scholars, philosophers of mind, and philosophers of education, the chapter builds an argument for the view that music teacher education should be ethically guided and ethically applied in practice. Additionally, it suggests that “pedagogical content” should include dialogical discussions and activities related to the role of ethics in music teacher education because, among many values, the professional work of future music educators involves highly refined ethical sensibilities and opportunities for their own students to learn the nature of and strategies for acting rightly, appropriately, and responsibly in their future circumstances. Indeed, ethically guided music teacher education offers the profession rich opportunities to develop “ethically right” compassion, caring, and generosity toward others.

How internal transparency impacts organizational resilience

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mohammed Al Balushi
Keyword(s):  
Quality Management ◽  
Management Systems ◽  
Organizational Resilience ◽  
Structured Interviews ◽  
Quality Management Systems ◽  
Content Type ◽  
Mediating Role ◽  
Communication Flow ◽  
The Relationship

PurposeResearch on transparency has been concerned mainly with external transparency, leaving internal transparency understudied. In particular, there is a lack of empirical research on the relationship between internal transparency and organizational resilience. This paper aims at investigating how internal transparency impacts organizational resilience in a public entity. It also examines how (quality) management systems impact internal transparency, and thus organizational resilience.Design/methodology/approachThe research is based on semi-structured interviews covering the relevant topics. A total of 32 interviews were undertaken between January and May 2018.FindingsThe findings indicate that internal transparency contributes to better preparedness to adverse conditions by enhancing the ability to cumulate, locate and share knowledge. Similarly, management systems improve internal transparency through the enhancement of communication flow, use of indicators and accretion of a database.Originality/valueThe paper is the first, as evident from the literature review, to investigate how internal transparency impacts organizational resilience. Hence, it sheds light on a very important aspect of the effective management of quality, risk and reliability. It is also one of the first papers to examine the mediating role of (quality) management systems in organizational resilience.

scholarly journals The Craftsmanship that Disappeared? Investigating the Role of the Principal Instrument in Music Teacher Education Programs

2021 ◽  
pp. 65-94
Author(s):  
Fritz Flåmo Eidsvaag ◽  
Elin Angelo
Keyword(s):  
Teacher Education ◽  
Deep Learning ◽  
Teacher Educators ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Music Teacher Education ◽  
Education Programs ◽  
Compulsory Schools ◽  
Role Of The Principal

This chapter investigates the role of the principal instrument in music teacher education programs that qualify people to teach music in Norwegian compulsory schools. The data material for the study is the mapping of 12 music teacher education institutions and the reflection notes from six music teacher educators. The theoretical premises for the paper are Aristotle’s concept of techné and Fullan’s description of deep learning. Techné concerns both technical skills and artistic sensitivity, and this combination provides a framework in which to discuss the educators’ reflections about the principal instrument in music teacher education in relation to deep learning, which entails commitment, perseverance, and the learner as a whole human being. This chapter leans on previous studies on music teacher education and the new curriculum for Norwegian compulsory schools, and the concluding remarks point to new perspectives that are needed to evolve music teacher education, concerning both the subject of music and what skills and types of knowledge music teachers should ideally have.

The Role of Technology in Music Teacher Education

2019 ◽  
pp. 363-376
Author(s):  
Richard J. Dammers
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Digital Technology ◽  
Music Educators ◽  
Music Teacher ◽  
Pedagogical Practice ◽  
Music Teacher Education ◽  
Computing Power ◽  
Specific Technology

Digital technology is a source of continual change in our society. The ongoing miniaturization of devices, as well as increases in computing power, connectivity, and affordability of devices, are providing ever-higher levels of access to digital technology for music educators and their students. This chapter focuses on the work in the field that addresses the opportunities and challenges for music education provided by technology. Specifically, frameworks for viewing technology within pedagogical practice are reviewed, as well as specific technology competencies needed by music educators. Research addressing the state of technology in music education and music teacher education is shared, followed by summary recommendations.

Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

2017 ◽  
Vol 16 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Peizhen Sun ◽  
Jennifer J. Chen ◽  
Hongyan Jiang
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Future Research ◽  
Satisfaction Scale ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Regulation Of Emotion ◽  
The Relationship ◽  
Overall Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

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