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dc.contributor.convenorJan Wrighten_AU
dc.contributor.authorBallantyne, Julieen_US
dc.contributor.authorGrootenboer, Peteren_US
dc.contributor.editorSarah Howarden_US
dc.date.accessioned2017-05-03T15:28:11Z
dc.date.available2017-05-03T15:28:11Z
dc.date.issued2010en_US
dc.date.modified2011-08-19T06:43:23Z
dc.identifier.urihttp://hdl.handle.net/10072/36886
dc.description.abstractThe relationships between discipline specialisation, teacher identity and pedagogy can be seen as the crux of practice in the music classroom - impacting on all the actions of the teacher, both within and outside the classroom. Crucially, the impact of music teacher identity on the nature of music teaching and learning, is one that has the potential to illuminate influences underlying the professional practices of teachers. This project explores how experienced, well regarded, teachers define their own identities, and implications of such identities to their practice. The primary mode of data collection was through extended semi-structured interviews, although observations of the classroom were also undertaken. Grounded theory analysis techniques were utilised, involving inductive and deductive coding to develop themes and sub-themes. The structured data set was then used to theorise the central topics of the study, while always returning to the empirical data for verification and exemplification. Findings suggest that music teachers identify firstly as performing musicians, and this impacts greatly on the way they perceive themselves in their teaching practice. The analysis raises questions about useful ways for music educators to conceive of their professional identities. Findings have the potential to provide insights into improving classroom practice.en_US
dc.description.publicationstatusYesen_AU
dc.format.extent101837 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAAREen_US
dc.publisher.placeDeakin, ACTen_US
dc.publisher.urihttp://ocs.sfu.ca/aare/index.php/AARE/AARE_2010/paper/view/2097en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofconferencenameAARE International Education Research Conference 2010: Making a Differenceen_US
dc.relation.ispartofconferencetitleAARE 2010 Conference Proceedingsen_US
dc.relation.ispartofdatefrom2010-11-29en_US
dc.relation.ispartofdateto2010-12-02en_US
dc.relation.ispartoflocationMelbourneen_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation not elsewhere classifieden_US
dc.subject.fieldofresearchcode139999en_US
dc.titleTeacher identity, pedagogy and disciplinarity: Exploring the three strands of practiceen_US
dc.typeConference outputen_US
dc.type.descriptionE3 - Conference Publications (Extract Paper)en_US
dc.type.codeE - Conference Publicationsen_US
gro.rights.copyrightCopyright remains with the authors 2010. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference's website or contact the authors.en_AU
gro.date.issued2010
gro.hasfulltextFull Text


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    Contains papers delivered by Griffith authors at national and international conferences.

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