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dc.contributor.authorDwyer, Rachael
dc.date.accessioned2019-03-25T01:10:42Z
dc.date.available2019-03-25T01:10:42Z
dc.date.issued2015
dc.identifier.issn1321-103X
dc.identifier.doi10.1177/1321103X15589260
dc.identifier.urihttp://hdl.handle.net/10072/173122
dc.description.abstractThere is substantial evidence in the literature to support the claim that teachers’ values and beliefs have a powerful effect on their teaching practice, and that these shape students’ experiences of music learning. However, little attention has been paid to the forces by which these values and beliefs are shaped, and, more importantly, how more positive teacher dispositions may be cultivated and developed through teacher education. Drawing on methodological devices of narrative inquiry, and Bourdieu’s concept of habitus as an interpretive tool, this article describes a case study of one music teacher’s values and beliefs and how these were shaped by personal experiences, and social and institutional forces. Specifically, the paper considers the ways in which this teacher’s values and beliefs were reshaped over the course of the research process.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherSage Publications
dc.relation.ispartofpagefrom93
dc.relation.ispartofpageto106
dc.relation.ispartofissue1
dc.relation.ispartofjournalResearch Studies in Music Education
dc.relation.ispartofvolume37
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classified
dc.subject.fieldofresearchOther Education
dc.subject.fieldofresearchPerforming Arts and Creative Writing
dc.subject.fieldofresearchcode130399
dc.subject.fieldofresearchcode1399
dc.subject.fieldofresearchcode1904
dc.titleUnpacking the habitus: Exploring a music teacher's values, beliefs and practices
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.hasfulltextNo Full Text
gro.griffith.authorDwyer, Rachael M.


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