Exploring musician-educators’ reflections on a collaborative cross-cultural music making encounter in Singapore

2022 ◽  
pp. 025576142110721
Author(s):  
Ernest Hung Choong Lim ◽  
Georgette SY Yu ◽  
Rose Martin
Keyword(s):  
Professional Development ◽  
Cross Cultural ◽  
Collaborative Cross ◽  
Cultural Performance ◽  
Structured Interviews ◽  
Professional Musician ◽  
Music Making

Professional musician-educators from a tertiary arts institution in Singapore collaborated on a cross-cultural performance in Beijing as part of their professional development. Through a case study, semi-structured interviews explored the music making experiences of four of the musician-educators involved: the composer, the singer, the pianist and the erhu performer. Their experiences address the concept of cross-cultural music making and its significance in professional development for musician-educators. The experiences shared by the four musician-educators illuminate challenges, tensions and some areas to further resolve and critically question regarding how cultures are engaged in the process of music-making. Through unpacking the narratives of musician-educators and how they experience interactions with culture in music making, there is the possibility to further understand diverse music making encounters in Singapore.

Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong

RELC Journal ◽  
2021 ◽  
pp. 003368822098178
Author(s):  
Anisa Cheung
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Technology Integration ◽  
Online Teaching ◽  
Pedagogical Beliefs ◽  
Structured Interviews ◽  
Online Mode ◽  
Using Data ◽  
Synchronous Online

This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher’s pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.

scholarly journals A case study examining the mediating impact of Coach Educators delivering a professional development programme.

2019 ◽  
Author(s):  
Alexander Sobolewski
Keyword(s):  
Professional Development ◽  
Qualitative Data ◽  
Research Strategy ◽  
Development Programme ◽  
Personal Agency ◽  
Structured Interviews ◽  
Coach Development ◽  
Professional Development Programme ◽  
High Degree

The important mediating influence of Coach Educators (CEs) delivering a programme of learning has been largely ignored in research seeking to find the key to effective CPD. This paper aims to bring CEs to the fore by reporting the experiences of 7 CEs and 2 Programme Managers delivering a sport National Governing Body coach development programme. Qualitative data were collected via semi-structured interviews and interpreted through the theoretical lens of relational interdependence (Billett, 2008) using a retroductive research strategy. The findings identified the subjective and idiosyncratic processes through which CEs developed their understanding of the programme resulting in individual differences in construal. The high degree of workplace affordance gave CEs autonomy to deploy their personal agency and intentionality to shape practice leading to wide variations in CPD delivery. The results suggest the subjectivity of CEs can have a potentially significant impact on the fidelity of the programme being delivered.

scholarly journals PERCEPTIONS OF MRSM ENGLISH TEACHERS ON PROFESSIONAL DEVELOPMENT AND THEIR EXPECTATIONS ON IN-SERVICE TRAINING

2021 ◽  
Vol 6 (42) ◽  
pp. 155-167
Author(s):  
Faizahani Ab Rahman ◽  
Nurul Afrahah Hussin ◽  
Sutha Sugumaran
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Research Question ◽  
English Teachers ◽  
Training And Development ◽  
Structured Interviews ◽  
Proficiency Level ◽  
Group Methods ◽  
Service Training

This paper looks at the perceptions of MRSM (Majlis Amanah Rakyat or also known as People’s Trust Council) English teachers on their current professional development and their expectations on in-service training. As teachers, they are often expected to act as a source of motivation to their students apart from being accountable in providing instructions, knowledge, and skills in their respective academic subjects. However, very often, teachers are not provided with sufficient and appropriate training that would prepare them to be the kind of teacher that they are required and expected to be. This prompts this study that determines whether the in-service training provided is sufficient and aptly to help the teachers produce academically excellent students. This case study used a qualitative approach with purposive sampling of seven English teachers at Maktab Rendah Sains MARA, Beseri in Perlis with teaching experiences between 10 to 30 years. Semi-structured interviews and focus group methods were used to answer the research question which dwells on the MRSM English teachers’ expectations of professional development teacher training of their students’ achievement. The findings of the study revealed that teachers expect to have more professional development in terms of pedagogy, proficiency level, technology integration, and stress management. They also believe that improvement in professional development can positively affect their students’ achievement as teaching and learning processes can be done more effectively. It is therefore recommended that MARA should highlight its current in-service training and development policy to be consistent with the needs of teachers.

scholarly journals African Entrepreneurs’ Perceptions on the Mentoring Provided by a Cross-cultural Professional Development Experience: Implications for Future Programs

2020 ◽  
Vol 27 (3) ◽  
pp. 7-17
Author(s):  
Lisa Taylor ◽  
M. Craig Edwards ◽  
Marshall Baker ◽  
Craig Watters ◽  
James Rutledge
Keyword(s):  
Professional Development ◽  
Cultural Exchange ◽  
The United States ◽  
Cross Cultural ◽  
Structured Interviews ◽  
Capital Theory ◽  
Exchange Program ◽  
Development Experience ◽  
Recommendations For Practice ◽  
Entrepreneurial Training

We conducted a multicase investigation to assess the impacts of a cross-cultural exchange program on Entrepreneur Fellows from Kenya, South Africa, and Uganda (8 women; 14 men) after they had returned home from the United States. Our assessment included the mentoring aspect of the program. Six questions and related probes guided semi-structured interviews with the 22 Fellows, the study’s quintain. The lead researcher transcribed the study’s interviews and verified accuracy and trustworthiness by sending her transcriptions to the Fellows for verification. Findings derived from the interviews or cases crystallized as themes representative of the quintain. The emergent themes, which included mentoring, inspired two theoretical lenses to guide our interpretation of the Fellows’ experiences: human capital theory and theory of planned behavior. Recommendations for practice include additional training of entrepreneur mentors and suggestions to facilitate high-quality field experiences. Additional research examining participants’ views about mentoring – protégés and their mentors – as an integral component of entrepreneurial training in cross-cultural settings, and how that can be improved, would likely enhance the learning outcomes of similar programs. Keywords: entrepreneurship; international exchanges; mentoring; professional development

scholarly journals Synergistic Team Teaching for Professional Development: A Case Study Approach

2020 ◽  
Vol 20 (35) ◽  
Author(s):  
Natalia Ramírez Casalvolone
Keyword(s):  
Professional Development ◽  
Team Teaching ◽  
Teaching And Learning ◽  
Classroom Context ◽  
Structured Interviews ◽  
Study Approach ◽  
Contextualized Learning ◽  
The University ◽  
Teacher's Knowledge

This study proposes an innovative approach for English professors who lack the time to engage in professional development (PD) programs, believe such programs are conducted in a decontextualized manner, or regard them as too expensive. Based on a qualitative case study performed from January to September 2018, this study addresses the following question: How can team teaching promote PD for mid-career English as a foreign language university professors? It investigates the types of PD that emerged when two English professors at the University of Costa Rica engaged in synergistic team teaching. Theparticipants team taught a course for students newly admitted into the English-teaching major. In this study, synergistic team teaching is understood as a method in which two professors share classroom space and teaching practices and engage in planning discussions together. To understand what the participants learned when practicing team teaching, data were collected through semi-structured interviews and coded following Creswell and Poth’s (2018) data analysis spiral. The coding was developed in light of the conceptualization of PD developed by Guskey (2002), Sparks (2002), and Johnson (2006). Accordingly, thisstudy identifies instances (during the interview or during the classroom observation) that can be interpreted as change of the classroom practices, change in the attitudes and beliefs of the professors (Guskey, 2002), continuous improvement of teaching and learning (Sparks, 2002), and teacher’s knowledge transformed into practice (Johnson, 2006). This study shows how team teaching offers professors a community of practice in which they can share, discuss, and implement new teaching knowledge. Through team teaching, teachers receive PD benefits that match their classroom context perfectly, enabling them to engage in authentic, fully contextualized learning opportunities.

scholarly journals TRAINING APPROACHES FOR IMPROVING SCHOOL MANAGERS’ CONFLICT RESOLUTION SKILLS: A CASE STUDY

2018 ◽  
Vol 76 (5) ◽  
pp. 720-738 ◽  
Author(s):  
Nyet Moi Siew ◽  
Scott Jones
Keyword(s):  
Professional Development ◽  
Conflict Resolution ◽  
Conflict Management ◽  
Practical Training ◽  
Structured Interviews ◽  
Management Tools ◽  
Coaching Model ◽  
Workplace Conflicts ◽  
Professional Development Workshop

This research took a case study approach to researching the common conflicts faced by school managers, their sources, impacts and the approaches used to manage them. The research involved 18 in-service Malaysian school managers who undertook a 16-hour professional development workshop where they engaged with different conflict management tools. Data on participants’ workplace experience in resolving conflicts were captured through written diaries collected before and two months after the workshop, and face-to-face semi-structured interviews during the following months. Intragroup conflicts due to goal incompatibility were the most common conflicts faced. Negative impacts of conflicts on school communities far outweighed the benefits. Participants reported that the most effective approaches to resolving workplace conflicts were sincere efforts in problem-solving coupled with (1) culturally relevant negotiations and coaching (e.g. using a GROW coaching model); (2) stakeholder and conflict analysis, to consider and respond to everyone’s needs and feelings; and (3) reflecting on personal conflict management styles and adopting a positive attitude to personal and professional development. Certain elements in customary approaches such as respectful discussion and consultation were found relevant in resolving several of the participants’ workplace conflicts. It is suggested that practical training courses on conflict management that build on people’s strengths should be included in the curricula of further and higher education institutions and teacher training institutes. Keywords: conflict management, conflict resolution, customary approaches, GROW coaching model, professional development workshop, school managers.

scholarly journals Do School Advisors Contribute to the Teachers’ Professional Development? A Greek Case Study

2017 ◽  
Vol 7 (3) ◽  
pp. 227 ◽  
Author(s):  
George N. Vozaitis ◽  
Amalia A. Ifanti
Keyword(s):  
Professional Development ◽  
Secondary Education ◽  
Structured Interviews ◽  
Primary And Secondary Education ◽  
Professional Development Of Teachers ◽  
Education School ◽  
Teachers Professional Development ◽  
Further Development ◽  
Western Greece

This empirical study investigates the contribution of Secondary Education School Advisors to the professional development of teachers at the same level. For this purpose, 34 Secondary Education School Advisors of the Regional Directorate of Primary and Secondary Education of Western Greece were interviewed. Semi-structured interviews were employed aiming to explore the School Advisors’ contribution to the professional development of teachers. Data analysis revealed that, although the School Advisors attached great importance to their role in the professional development of teachers, they quoted the various problems that have been linked to their role over time and indicated the requirements for the progress and further development of the institution in the future.

scholarly journals Teacher Professional Development: Experiences in an International Project on Intercultural Education

2021 ◽  
Vol 13 (8) ◽  
pp. 4171
Author(s):  
Michele Biasutti ◽  
Eleonora Concina ◽  
Sara Frate ◽  
Ibrahim Delen
Keyword(s):  
Professional Development ◽  
Secondary Teachers ◽  
Migrant Children ◽  
Intercultural Education ◽  
Pedagogical Change ◽  
Structured Interviews ◽  
Migrant Students ◽  
Development Experience ◽  
Teacher Professional

The present study reports on the analysis of a professional development experience within an international Erasmus+ project for primary and secondary teachers focused on intercultural education. The project consisted of intercultural education actions to promote the integration of migrant children in primary and secondary schools. A qualitative research method framed as a case study was chosen to assess the effects of the project activities. The perceived professional development was analyzed through the administration of semi-structured interviews with the teachers after the end of the project. The following six categories were identified in the qualitative analysis: attitudes, teaching approach, community of practice, communication with students, professional development, and implementation issues. The findings showed that participating in the project offered an occasion to discuss different pedagogical orientations, examine practices, and develop teaching strategies for intercultural education. Project activities provided teachers the opportunity to reflect on how their teaching approaches related to the integration of migrant students. Suggestions for professional development and the encouragement of a pedagogical change among primary and secondary teachers are proposed for further studies.

scholarly journals African Entrepreneurs’ Perceptions on the Mentoring Provided by a Cross-cultural Professional Development Experience: Implications for Future Programs

2020 ◽  
Vol 27 (3) ◽  
pp. 7-17
Author(s):  
Lisa Taylor ◽  
M. Craig Edwards ◽  
Marshall Baker ◽  
Craig Watters ◽  
James Rutledge
Keyword(s):  
Professional Development ◽  
Cultural Exchange ◽  
The United States ◽  
Cross Cultural ◽  
Structured Interviews ◽  
Capital Theory ◽  
Exchange Program ◽  
Development Experience ◽  
Recommendations For Practice ◽  
Entrepreneurial Training

We conducted a multicase investigation to assess the impacts of a cross-cultural exchange program on Entrepreneur Fellows from Kenya, South Africa, and Uganda (8 women; 14 men) after they had returned home from the United States. Our assessment included the mentoring aspect of the program. Six questions and related probes guided semi-structured interviews with the 22 Fellows, the study’s quintain. The lead researcher transcribed the study’s interviews and verified accuracy and trustworthiness by sending her transcriptions to the Fellows for verification. Findings derived from the interviews or cases crystallized as themes representative of the quintain. The emergent themes, which included mentoring, inspired two theoretical lenses to guide our interpretation of the Fellows’ experiences: human capital theory and theory of planned behavior. Recommendations for practice include additional training of entrepreneur mentors and suggestions to facilitate high-quality field experiences. Additional research examining participants’ views about mentoring – protégés and their mentors – as an integral component of entrepreneurial training in cross-cultural settings, and how that can be improved, would likely enhance the learning outcomes of similar programs. Keywords: entrepreneurship; international exchanges; mentoring; professional development

scholarly journals African Entrepreneurs’ Perceptions on the Mentoring Provided by a Cross-cultural Professional Development Experience: Implications for Future Programs

2020 ◽  
Vol 27 (3) ◽  
pp. 7-17
Author(s):  
Lisa Taylor ◽  
Craig Edwards ◽  
Marshall Baker ◽  
Craig Watters ◽  
James Rutledge
Keyword(s):  
Professional Development ◽  
Cultural Exchange ◽  
The United States ◽  
Cross Cultural ◽  
Structured Interviews ◽  
Capital Theory ◽  
Exchange Program ◽  
Development Experience ◽  
Recommendations For Practice ◽  
Entrepreneurial Training

We conducted a multicase investigation to assess the impacts of a cross-cultural exchange program on Entrepreneur Fellows from Kenya, South Africa, and Uganda (8 women; 14 men) after they had returned home from the United States. Our assessment included the mentoring aspect of the program. Six questions and related probes guided semi-structured interviews with the 22 Fellows, the study’s quintain. The lead researcher transcribed the study’s interviews and verified accuracy and trustworthiness by sending her transcriptions to the Fellows for verification. Findings derived from the interviews or cases crystallized as themes representative of the quintain. The emergent themes, which included mentoring, inspired two theoretical lenses to guide our interpretation of the Fellows’ experiences: human capital theory and theory of planned behavior. Recommendations for practice include additional training of entrepreneur mentors and suggestions to facilitate high-quality field experiences. Additional research examining participants’ views about mentoring – protégés and their mentors – as an integral component of entrepreneurial training in cross-cultural settings, and how that can be improved, would likely enhance the learning outcomes of similar programs. Keywords: entrepreneurship; international exchanges; mentoring; professional development

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