Building, Maintaining, and Repairing Classroom Relationships

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

Download Full-text

Understanding teachers’ experiences of classroom relationships

Teaching and Teacher Education ◽

10.1016/j.tate.2021.103573 ◽

2022 ◽

Vol 109 ◽

pp. 103573

Author(s):

Anne-Katrien Koenen ◽

Jantine L. Spilt ◽

Geert Kelchtermans

Keyword(s):

Classroom Relationships ◽

Teachers Experiences

Download Full-text

Journey to Becoming a Writer: Review of Research about Children’s Identities as Writers

Language and Literacy ◽

10.20360/g2059m ◽

2010 ◽

Vol 12 (1) ◽

pp. 147 ◽

Cited By ~ 4

Author(s):

Diane R. Collier

Keyword(s):

Qualitative Research ◽

Early Development ◽

Standardized Assessment ◽

Assessment Practices ◽

Review Of Literature ◽

Classroom Relationships ◽

Writing Practices ◽

Children's Development ◽

Children’S Development ◽

Research Studies

The beginning years of school are crucial to children’s early development as writers. As children learn to write, they transform themselves. This review of literature focuses on children’s journeys to becoming writers through a range of qualitative research studies. These studies identify how children who are beginning to write in extended ways and to construct their identities as writers are often constrained in classroom contexts, particularly within a larger climate of standardized assessment. The ways in which writing practices (including classroom relationships and assessment practices) contribute to children’s development as writers and possibilities for transformed practice are discussed.

Download Full-text

CHAPTER 4. Students' Definitions of Classroom Relationships

Classrooms and Corridors ◽

10.1525/9780520314061-005 ◽

1978 ◽

pp. 69-90

Keyword(s):

Classroom Relationships

Download Full-text

Kirke Olson: The Invisible Classroom: Relationships, Neuroscience and Mindfulness in School. W. W. Norton, New York, 2014, 232 pp

Mindfulness ◽

10.1007/s12671-015-0471-y ◽

2015 ◽

Vol 7 (1) ◽

pp. 289-291

Author(s):

Patricia A. Jennings

Keyword(s):

New York ◽

Classroom Relationships ◽

The Invisible

Download Full-text

Powerful Methodologies/Powerful Pedagogy: Autoethnography and Dialogic Interviews in a WGS Empowerment Self-Defense Class

Qualitative Inquiry ◽

10.1177/1077800420948102 ◽

2020 ◽

pp. 107780042094810

Author(s):

Leslie Rebecca Bloom ◽

Amy Jones ◽

Samantha Barnes ◽

Michaela Dwyer ◽

Giselle Garcia ◽

...

Keyword(s):

Focal Point ◽

Student Writing ◽

Learning Tools ◽

Classroom Relationships ◽

Knowledge And Skills ◽

College Classrooms ◽

Academic Knowledge ◽

Self Defense ◽

Powerful Learning ◽

And Gender

Autoethnography and dialogic interviewing are valued qualitative research methodologies across multiple disciplines. However, their use in college classrooms as a focal point of student writing, learning, and empowerment is less documented than its use in research studies despite being powerful learning tools. I describe my use of these methodologies in a women’s and gender studies course. Grounded in compelling examples from students’ autoethnographic papers and dialogic interview reports, I analyze how these methodologies enhance engagement with new academic knowledge and skills, guide meaningful self-reflexivity, foster evocative writing, encourage peer-to-peer learning, and create strong classroom relationships.

Download Full-text