Uncovering pre-service music teachers' assumptions of teaching, learning, and music

被引：16

作者：

Bernard, Rhoda ^{[1
]}

机构：

[1] Boston Conservatory, Mus Educ Dept, Boston, MA USA

来源：

MUSIC EDUCATION RESEARCH | 2009年 / 11卷 / 01期

关键词：

pre-service music teacher education; teacher professional identity; narrative analysis; case study research;

D O I：

10.1080/14613800802700974

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this study, the author collected narratives from her students in a music teacher education programme. Using narrative analysis, students' assumptions and thoughts about music teaching, music learning and music making were uncovered. Through the presentation of a case study of one student, the author demonstrates some of the ways that the insights that she gained through collecting and analysing her students' narratives have influenced her teaching and advising. Working with narratives in this way has powerful implications for research and practice in music teacher education. Researchers can learn a great deal about the thinking and assumptions that pre-service music educators bring to their studies, and practitioners can develop strategies to more effectively support their students as they develop their professional identities as music educators.

引用

页码：111 / 124

页数：14

共 31 条

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