The role of professional learning in reducing isolation experienced by classroom music teachers

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Author(s)
Davidson, Jayne
Dwyer, Rachael
Griffith University Author(s)
Year published
2014
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There is substantial evidence in the literature to suggest that professional isolation is a significant problem for music teachers. This paper reports on the results of a survey regarding the professional learning of classroom music teachers (n=53) from Foundation (also known as Preparatory, Reception or Kindergarten) to Year Nine. Teachers who participated in the survey responded to questions regarding their participation in professional development, their current and desired means of participating in professional dialogue with other music teachers, and their use of teaching and planning resources. The study found that ...
View more >There is substantial evidence in the literature to suggest that professional isolation is a significant problem for music teachers. This paper reports on the results of a survey regarding the professional learning of classroom music teachers (n=53) from Foundation (also known as Preparatory, Reception or Kindergarten) to Year Nine. Teachers who participated in the survey responded to questions regarding their participation in professional development, their current and desired means of participating in professional dialogue with other music teachers, and their use of teaching and planning resources. The study found that further consideration of strategies to relieve professional isolation of music teachers is needed. The findings of the study align ideas presented in the literature, identifying the most affective strategies of alleviating professional isolation as the need to address the lack of discipline-specific pedagogical knowledge, the need for effective professional development strategies, and the importance of professional networks.
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View more >There is substantial evidence in the literature to suggest that professional isolation is a significant problem for music teachers. This paper reports on the results of a survey regarding the professional learning of classroom music teachers (n=53) from Foundation (also known as Preparatory, Reception or Kindergarten) to Year Nine. Teachers who participated in the survey responded to questions regarding their participation in professional development, their current and desired means of participating in professional dialogue with other music teachers, and their use of teaching and planning resources. The study found that further consideration of strategies to relieve professional isolation of music teachers is needed. The findings of the study align ideas presented in the literature, identifying the most affective strategies of alleviating professional isolation as the need to address the lack of discipline-specific pedagogical knowledge, the need for effective professional development strategies, and the importance of professional networks.
View less >
Journal Title
Australian Journal of Music Education
Volume
2014
Issue
1
Copyright Statement
© 2014 ASME and the Authors. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Subject
Music Performance
Teacher Education and Professional Development of Educators
Education
Psychology and Cognitive Sciences
Studies in Creative Arts and Writing