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Values, Agency, and Identity in a Music Teacher Education Program
Journal of Music Teacher Education Pub Date : 2021-07-26 , DOI: 10.1177/10570837211030520
Olivia Gail Tucker 1 , Sean Robert Powell 2
Affiliation  

Many view music teacher education as a locus for socially just transformation of music education through the development of preservice teacher agency and identity development. However, few have directly examined values in music teacher preparation programs, and values are implicit in agency. The purpose of this exploratory, intrinsic case study was to investigate the visible values in music education courses at one institution to add a new dimension to research and practice. We collected data from four instructor and five undergraduate participants through observations, interviews, and syllabus review. Themes of critical thinking, agency, student centeredness, positive teacher-student relationships, and skills and knowledge for teaching emerged from the data. Findings indicate that values may be relative in practice despite shared language among preservice teachers and music teacher educators. We provide guiding questions for program review and future research through the lens of values.



中文翻译:

音乐教师教育计划中的价值观、能动性和身份

许多人将音乐教师教育视为通过职前教师代理的发展和身份发展实现音乐教育社会公正转型的场所。然而,很少有人直接检查音乐教师预备课程中的价值观,而且价值观是隐含在代理中的。这个探索性的、内在的案例研究的目的是调查一个机构音乐教育课程中的可见价值,为研究和实践增加一个新的维度。我们通过观察、访谈和教学大纲审查从四名教师和五名本科生参与者那里收集了数据。批判性思维、能动性、以学生为中心、积极的师生关系以及教学技能和知识等主题从数据中浮现出来。调查结果表明,尽管职前教师和音乐教师教育工作者之间有共同的语言,但实践中的价值观可能是相对的。我们通过价值观的视角为项目审查和未来研究提供指导性问题。

更新日期:2021-07-26
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