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dc.contributor.authorDavidson, Jayne
dc.contributor.authorDwyer, Rachael
dc.date.accessioned2017-10-30T12:30:27Z
dc.date.available2017-10-30T12:30:27Z
dc.date.issued2014
dc.identifier.issn0004-9484
dc.identifier.urihttp://hdl.handle.net/10072/84590
dc.description.abstractThere 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherAustralian Society for Music Education
dc.publisher.placeAustralia
dc.publisher.urihttp://search.informit.org/documentSummary;dn=988265345732616;res=IELHSS
dc.relation.ispartofpagefrom38
dc.relation.ispartofpageto51
dc.relation.ispartofissue1
dc.relation.ispartofjournalAustralian Journal of Music Education
dc.relation.ispartofvolume2014
dc.subject.fieldofresearchMusic Performance
dc.subject.fieldofresearchTeacher Education and Professional Development of Educators
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchPsychology and Cognitive Sciences
dc.subject.fieldofresearchStudies in Creative Arts and Writing
dc.subject.fieldofresearchcode190407
dc.subject.fieldofresearchcode130313
dc.subject.fieldofresearchcode13
dc.subject.fieldofresearchcode17
dc.subject.fieldofresearchcode19
dc.titleThe role of professional learning in reducing isolation experienced by classroom music teachers
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 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.
gro.hasfulltextFull Text
gro.griffith.authorDwyer, Rachael M.


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