Three Beginning Music Teachers' Understandings and Self-Perceptions of Micropolitical Literacy
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Colleen Conway [1] ; Jared Rawlings [2]
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[1] University of Michigan–Ann Arbor
University of Michigan–Ann Arbor
City of Ann Arbor, Estados Unidos
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[2] Stetson University
Stetson University
Estados Unidos
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- Localización: Bulletin of the Council for Research in Music Education, ISSN 0010-9894, Nº 204, 2015, págs. 27-45
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
The purpose of this study was to examine beginning music teachers' understandings and selfperceptions of micropolitical literacy (Curry, Jaxon, Russell, Callahan, Bicals, 2008). Using a qualitative interview design (Seidman, 2013), data included: (a) an initial e-mail survey completed by each participant, (b) two individual interviews with each participant, (c) an observation of the beginning music teacher, (d) one interview with a principal, (e) a focus group interview with all participating beginning music teachers, and (f) the researchers' logs. Findings are presented in the following categories: (a) typical beginning music teacher challenges, (b) questions beginning teachers ask, (c) beginning teachers seek collegial assistance, (d) beginning teachers have a growing awareness of the need for micropolitical literacy, and (e) accountability and assessment. A discussion of each finding with connections to past literature is included after the presentation of findings.
