Preservice music teachers in Korea and their collaborative reflection with peers

2021 ◽  
pp. 025576142098623
Author(s):  
Jihae Shin
Keyword(s):  
Reflective Thinking ◽  
Music Teachers ◽  
Collaborative Group ◽  
Collaborative Reflection ◽  
Reflective Journals ◽  
Music Classroom ◽  
Individual Interviews ◽  
The Social ◽  
Emotional Safety ◽  
Teaching Music

Recently, many researchers and scholars have focused on reflective teaching to support good practices in teaching. For effective reflection, it is necessary to encourage teachers’ reflection by promoting collaboration during which they can discuss various teaching issues and problems while supporting each other. The purpose of this study was to investigate Korean preservice music teachers’ experience in collaborative reflection sessions. I used data collected through observations, the participants’ reflective journals, and individual interviews. The results showed that as the participants gained experience while observing and teaching music classes, the contents of their reflections on technical and practical matters became more varied. Additionally, the participants’ reflective thinking, applied critically, tended to focus on the social context of the music classroom. In addition, participants predominantly showed technical level of reflective thinking rather than practical and critical levels. Finally, the results revealed that the collaborative approach enabled prospective music teachers to broaden the scope of their reflective thinking, and a sense of emotional safety in the collaborative group allowed them to honestly confront their own teaching worries and problems.

What cooperating music teachers say about educative mentoring: A focus study research project

2018 ◽  
Vol 41 (2) ◽  
pp. 171-188 ◽  
Author(s):  
Joseph Michael Abramo ◽  
Mark Robin Campbell
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Cooperating Teachers ◽  
Music Teachers ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Education Practice ◽  
Individual Interviews ◽  
Teaching Music ◽  
Educative Mentoring

In this study, we examine and provide a framework for “educative mentoring” by investigating five cooperating music teachers’ experiences and strategies of serving as mentors to student teachers. Data collection included a survey, focus groups, and individual interviews. The themes that arose suggest that cooperating teachers use narratives and wait for educative moments to emerge rather than preparing them ahead of time when mentoring. Cooperating teachers also wanted more guidance from the teacher education programs they serve. From this, we suggest that educative mentoring for the cooperating teachers was structured by the negotiation of three dialectical relationships: reflecting versus modeling; emergence versus purposefulness; and learning to teach in specific contexts versus preparation that transfers to teaching music in all settings. These findings may inform music teacher education practice and research by providing a framework for how cooperating teachers support novice teachers’ educational growth and providing cooperating teachers with the guidance they may desire from universities.

Counterpoint in the music classroom: Creating an environment of resilience with peer mentoring and LGBTQIA+ students

2020 ◽  
Vol 38 (4) ◽  
pp. 582-592
Author(s):  
Andrew Goodrich
Keyword(s):  
Music Education ◽  
Peer Mentoring ◽  
Music Teachers ◽  
Well Being ◽  
Future Research ◽  
Safe Spaces ◽  
Music Classroom ◽  
Social Ecological ◽  
The Social ◽  
Peer Harassment

LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual) students face significant challenges that include peer harassment and health risks surpassing those of students who do not identify as being gay. Learning environments that include peer mentoring promote resilience and help LGBTQIA+ students gain a sense of well-being. Researchers in music education have recently begun to explore the various complexities that exist in the recognition of sexual orientation in the music classroom, yet research on how peer mentoring assists LGBTQIA+ students with resilience is noticeably absent. Drawing upon available educational research, the social-ecological framework of resilience served as the theoretical framework with how teachers can work with LGBTQIA+ students to become resilient through the process of peer mentoring. Five themes surfaced while conducting this review: the necessity of (a) setting the foundation for peer mentoring, (b) creating safe spaces, (c) encouraging socialization, (d) establishing leadership and identity, and (e) acknowledging intersectionality. Peer mentoring contributes to student well-being and positive sexual identity for LGBTQIA+ students. Salient concepts found in the literature can aid LGBTQIA+ students in the music classroom and inform future research in music education by portraying ways music teachers can use peer mentoring to create an environment of resilience for LGBTQIA+ students.

Classroom and Ensemble Snapshots of Teaching Music to Students with Autism

2020 ◽  
pp. 161-198
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Case Studies ◽  
Music Teachers ◽  
Music Classroom ◽  
Students With Autism ◽  
Teaching Music ◽  
Music Classrooms

This chapter contains short case studies or vignettes that were provided by music teachers in the field who are actively teaching students with autism. It also provides examination and discussion of possible generalizations to all music classrooms. Contributions include the following: classroom-based vignettes and discussion; performance-based vignettes and discussion; and strategies and tips for the music classroom.

Developing Effective Dispositions for Teaching Music

2019 ◽  
pp. 321-344
Author(s):  
Michael Raiber
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Systematic Approach ◽  
Music Teachers ◽  
Developmental Stages ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Teacher Concerns ◽  
Teaching Music ◽  
The Impact

The impact of teacher dispositions on the professional development of preservice music teachers (PMTs) has been substantiated. This chapter describes an approach to dispositional development within the structure of an introduction to music education course. A teacher concerns model is used to organize this systematic approach through three developmental stages that include self-concerns, teaching task concerns, and student learning concerns. A series of 11 critical questions are presented for use in guiding PMTs’ dispositional development through these developmental stages. Activities to engage PMTs in the exploration of each of these questions are detailed for use by music teacher educators desiring to engage PMTs in dispositional development.

The charmed dyad: Multimodal music lessons for pupils with severe or multiple disabilities

2021 ◽  
pp. 1321103X2097480
Author(s):  
Melissa Bremmer ◽  
Carolien Hermans ◽  
Vincent Lamers
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Teaching Practice ◽  
Meaning Making ◽  
Multiple Disabilities ◽  
Children's Music ◽  
Four Dimensions ◽  
Music Lessons ◽  
Multiple Case ◽  
Teaching Music

This multiple-case-studies research explored a multimodal approach to teaching music to pupils (from 4 to 18 years old) with severe or multiple disabilities. By combining music with, for example, tactile stimulation, movement, or visuals, meaning-making processes in music of these pupils was stimulated, helping them to understand the internal structures and expressive qualities of music. Three music teachers and a social worker participated in this study. Individual and collective video reflections and microanalysis were applied to gather data about their multimodal teaching practice. The data were analyzed through Schmid’s framework (2015) of “multimodal dimensions of children’s music experiences,” developed for general music education. This framework consists of four dimensions: narrativity, sociality, materiality, and embodiment. Based on the findings, Schmid’s framework could be revised for special education, thus providing music teachers with a tool for designing multimodal music lessons for pupils with severe or multiple disabilities.

The Social Paradox of Citizen Denunciation: Informing Practices in Modern Poland

2021 ◽  
pp. 088832542097764
Author(s):  
Jolanta Arcimowicz ◽  
Mariola Bieńko ◽  
Beata Łaciak
Keyword(s):  
News Media ◽  
Public Discourse ◽  
Moral Judgments ◽  
Eastern Bloc ◽  
Political Transformation ◽  
Media Report ◽  
Civic Society ◽  
Individual Interviews ◽  
The Social ◽  
Communist Countries

Within sociological literature, including that which analyses systemic changes in the countries of the former Eastern Bloc, denunciation is one of the least studied issues, both empirically and theoretically. In Poland after the political transformation, as well as in other post-communist countries, the problem of dealing with security service and secret police informers and collaborators has not gone away. News media report a rapidly growing number of denunciations directed to various institutions and administrative offices, and legal regulations regarding denunciations have also appeared. In public discourse, denunciation and whistleblowing are increasingly often equated. Encouragement to inform about aberrations, confronted with the consequences that whistleblowers face, shows the legal and social vacuum around the institution of whistleblowing in Poland. This article, in response to questions about the modern social image of denunciation, is based on analysis of in-depth individual interviews conducted during 2015–2017 with children, adults, and administrative officials in three Polish cities. The results show that both children and adults treat denunciation as a form of harming others, though they do differentiate their moral judgments depending on the delator’s intention, but they rarely attribute any motive other than personal gain to whistleblowers’ actions. Finally, the existing administrative acquiescence and institutional support for denunciation are sometimes interpreted in terms of the weakness of democracy, immaturity of civic society, and the legacy of a totalitarian state.

The method of emotional education in music teaching

2021 ◽  
pp. 002072092098355
Author(s):  
Hui Hong ◽  
Weisheng Luo
Keyword(s):  
Middle School ◽  
Music Education ◽  
Teaching Methods ◽  
Music Teachers ◽  
Aesthetic Education ◽  
Music Teaching ◽  
True Meaning ◽  
School Music ◽  
Teaching Music ◽  
Emotional Education

Wang Guowei, a famous scholar and thinker in our country, thinks that “aesthetic education harmonizes people's feelings in the process of emotional music education, so as to achieve the perfect domain”, “aesthetic education is also emotional education”. Therefore, in the process of music education, emotional education plays an important role in middle school music teaching, and it is also the highest and most beautiful realm in the process of music education in music teaching. Music teachers should be good at using appropriate teaching methods and means. In the process of music education, they should lead students into the emotional world, knock on their hearts with the beauty of music, and touch their heartstrings. Only when students' hearts are close to music in the process of music education, can they truly experience the charm of music and realize the true meaning of music in the process of music education. Only in this way can music classes be effectively implemented The purpose of classroom emotion teaching.

scholarly journals Barriers for the inclusion of sexuality in nursing care for women with gynecological and breast cancer: perspective of professionals

2015 ◽  
Vol 23 (1) ◽  
pp. 82-89 ◽  
Author(s):  
Simone Mara de Araújo Ferreira ◽  
Thais de Oliveira Gozzo ◽  
Marislei Sanches Panobianco ◽  
Manoel Antônio dos Santos ◽  
Ana Maria de Almeida
Keyword(s):  
Breast Cancer ◽  
Nursing Care ◽  
Nursing Assistants ◽  
University Hospital ◽  
Biomedical Model ◽  
Institutional Dynamics ◽  
Individual Interviews ◽  
The Social ◽  
Care Practices ◽  
Two Sectors

AIM: qualitative study, which aimed to identify the barriers that influence nursing care practices related to the sexuality of women with gynecological and breast cancer.METHODS: the study was conducted with 16 professionals of the nursing area (nurses, nursing technicians and nursing assistants) from two sectors of a university hospital situated in the state of São Paulo, Brazil. The data was collected using semi-structured, in-depth individual interviews. All the interviews were recorded and the participants' responses were identified and categorized using Content Analysis.RESULTS: three major themes were identified. These are as follows: 1) barriers related to the biomedical model; 2) barriers related to institutional dynamics and 3) barriers related to the social interpretations of sexuality.CONCLUSIONS: the results of this study showed that the systematized inclusion of this issue in nursing care routines requires changes in the health paradigm and in the work dynamic, as well as reflection on the personal values and social interpretations related to the topic. A major challenge is to divest sexuality of the taboos and prejudices which accompany it, as well as to contribute to the nursing team being more aware of the difficulties faced by women with gynaecological and breast cancer.

scholarly journals The confidence delusion: A sociological exploration of participants’ confidence in sport-for-development

2018 ◽  
Vol 55 (4) ◽  
pp. 383-398
Author(s):  
David S Scott
Keyword(s):  
Personal Development ◽  
The Body ◽  
Individual Interviews ◽  
Everyday Lives ◽  
Sport For Development ◽  
Development Capacity ◽  
The Social ◽  
Ethnographic Methodology ◽  
The Impact

Although sport is widely utilised as a tool for personal development, capacity building, and fostering peace, there are still numerous theoretical gaps in our knowledge about how sport influences individuals’ identities, and how this translates into their everyday lives. Within the academic literature there has been seemingly little focus placed upon participants’ emotional and embodied accounts of their sport-for-development (SfD) experiences. This paper uses phenomenologically-inspired theory to explore individuals’ lived experiences of a SfD course, and their descriptions of the social interactions and feelings of confidence they encountered, in order to address this lack of experiential data. An ethnographic methodology was used to collect data through four sports leadership course observations, and cyclical interviews over 4–10 months with eleven course attendees, plus individual interviews with five tutors. Participants’ understandings of their course experiences and the subsequent influence these understandings had on their lives were described through their use of the term confidence. A further phenomenological and sociological interrogation of this term enabled confidence to be seen as being experienced as a ‘frame’ and ‘through the body’ by participants. This study provides original conceptualisations of confidence in relation to participants’ SfD experiences, as well as important discussions regarding the role of emotions and embodiment in understanding the impact of SfD on participants’ everyday lives.

Navigating Theory and Practice Through Evaluation Fieldwork

2016 ◽  
Vol 38 (4) ◽  
pp. 493-506 ◽  
Author(s):  
Jill Anne Chouinard ◽  
Ayesha S. Boyce ◽  
Juanita Hicks ◽  
Jennie Jones ◽  
Justin Long ◽  
...  
Keyword(s):  
Thematic Analysis ◽  
Theory And Practice ◽  
Cultural Dynamics ◽  
Group Discussions ◽  
Evaluation Theory ◽  
Evaluation Practice ◽  
Reflective Journals ◽  
The Social ◽  
The World ◽  
The Relationship

To explore the relationship between theory and practice in evaluation, we focus on the perspectives and experiences of student evaluators, as they move from the classroom to an engagement with the social, political, and cultural dynamics of evaluation in the field. Through reflective journals, postcourse interviews, and facilitated group discussions, we involve students in critical thinking around the relationship between evaluation theory and practice, which for many was unexpectedly tumultuous and contextually dynamic and complex. In our exploration, we are guided by the following questions: How do novice practitioners navigate between the world of the classroom and the world of practice? What informs their evaluation practice? More specifically, how can we understand the relationship between theory and practice in evaluation? A thematic analysis leads to three interconnected themes. We conclude with implications for thinking about the relationship between theory and practice in evaluation.

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