東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

A collective case study of the perce...

Paparone, Stacy Amanda.

Linked to FindBook

Google Book

Amazon

博客來

A collective case study of the perceptions of intentional reflective dialogue by music student teachers, cooperating teachers, and a supervisor during the student teaching experience.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A collective case study of the perceptions of intentional reflective dialogue by music student teachers, cooperating teachers, and a supervisor during the student teaching experience./
Author:	Paparone, Stacy Amanda.
Description:	167 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708163
ISBN:	9781321831573

A collective case study of the perceptions of intentional reflective dialogue by music student teachers, cooperating teachers, and a supervisor during the student teaching experience.
Paparone, Stacy Amanda.

A collective case study of the perceptions of intentional reflective dialogue by music student teachers, cooperating teachers, and a supervisor during the student teaching experience. - 167 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (D.M.A.)--Boston University, 2015.

The purpose of this collective case study was to examine the perceptions of reflective dialogue by members of two student teaching triads. The triads each consisted of a music student teacher, cooperating teacher, and college supervisor. The data was gathered over fourteen weeks through recorded reflective sessions, participant journals, and a group interview session. The research questions were: What are the student teaching triad members' perceptions of the nature and use of intentional reflective dialogue during the music student teaching experience? What are each of the student teaching triad members' perceptions of his or her role in engaging in intentional reflective dialogue? Five themes emerged after an analysis of the data: conversations, feedback, relationships, self-realization and mentoring. The use of intentional reflective dialogue within the student teaching triad aids in the professional and personal growth of the pre-service music teacher by providing a vehicle through which the student teacher can explore her feelings about her teaching experiences. The conclusions suggest that student teachers place great value on the reflective conversations and that growth in the student teachers occurs as a result of consistent intentional reflective dialogue.

ISBN: 9781321831573Subjects--Topical Terms:

3168367
Music education.

A collective case study of the perceptions of intentional reflective dialogue by music student teachers, cooperating teachers, and a supervisor during the student teaching experience.
LDR:02270nmm a2200277 4500 001 2064464
005 20151117073149.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321831573
035 $a (MiAaPQ)AAI3708163
035 $a AAI3708163
040 $a MiAaPQ $c MiAaPQ
100 1 $a Paparone, Stacy Amanda. $3 3179057
245 1 2 $a A collective case study of the perceptions of intentional reflective dialogue by music student teachers, cooperating teachers, and a supervisor during the student teaching experience.
300 $a 167 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Ann Marie Stanley.
502 $a Thesis (D.M.A.)--Boston University, 2015.
520 $a The purpose of this collective case study was to examine the perceptions of reflective dialogue by members of two student teaching triads. The triads each consisted of a music student teacher, cooperating teacher, and college supervisor. The data was gathered over fourteen weeks through recorded reflective sessions, participant journals, and a group interview session. The research questions were: What are the student teaching triad members' perceptions of the nature and use of intentional reflective dialogue during the music student teaching experience? What are each of the student teaching triad members' perceptions of his or her role in engaging in intentional reflective dialogue? Five themes emerged after an analysis of the data: conversations, feedback, relationships, self-realization and mentoring. The use of intentional reflective dialogue within the student teaching triad aids in the professional and personal growth of the pre-service music teacher by providing a vehicle through which the student teacher can explore her feelings about her teaching experiences. The conclusions suggest that student teachers place great value on the reflective conversations and that growth in the student teachers occurs as a result of consistent intentional reflective dialogue.
590 $a School code: 0017.
650 4 $a Music education. $3 3168367
650 4 $a Teacher education. $3 3172312
690 $a 0522
690 $a 0530
710 2 $a Boston University. $b Music Education. $3 2093620
773 0 $t Dissertation Abstracts International $g 76-10A(E).
790 $a 0017
791 $a D.M.A.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708163