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

Linked to FindBook

Google Book

Amazon

博客來

Mentoring in music education : = The collaborative relationship among the student teacher, cooperating teacher and college supervisor. A qualitative action research study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mentoring in music education :/
Reminder of title:	The collaborative relationship among the student teacher, cooperating teacher and college supervisor. A qualitative action research study.
Author:	Liebhaber, Barbara Golden.
Description:	1 online resource (296 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 65-01, Section: A.
Contained By:	Dissertations Abstracts International65-01A.
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3080062click for full text (PQDT)
ISBN:	9780496279395

Mentoring in music education : = The collaborative relationship among the student teacher, cooperating teacher and college supervisor. A qualitative action research study.
Liebhaber, Barbara Golden.

Mentoring in music education :The collaborative relationship among the student teacher, cooperating teacher and college supervisor. A qualitative action research study. - 1 online resource (296 pages)

Source: Dissertations Abstracts International, Volume: 65-01, Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2003.

Includes bibliographical references

The relationship among the cooperating teacher, student teacher, and college supervisor was the focus of this research. The term "mentor" is used in this study as a metaphor for the opportunity for each of the participants to teach something to one another as well as learn from one another. The purpose of the study was to examine the mentoring process as it took place in the collaborative relationship among the participants in the music student teaching setting. Two in-depth case studies were conducted for this study, using qualitative research techniques. As the college supervisor and researcher, I was able to connect this study directly to my position as a director of music education, therefore using this as an action research study. I primarily relied upon data collected through interviews, with journal entries, discussions during seminars and use of e mail as additional sources. From analysis of the data, both within each case and across cases, themes relevant to the development of the collaborative relationship and mentoring process emerged. It seemed that the situation in which the mentoring took place in each of the four relationships: student teacher/cooperating teacher, student teacher/college supervisor, cooperating teacher/college supervisor, student teacher/cooperating teacher/college supervisor, was shaped by the participants' perspectives of their roles in the process. When each of the participants believed that he/she had something to learn from the experience as well as offer the others, the collaborative experience seemed to become more evident than when one of the participants felt that he/she had nothing or little to learn from the other two. The themes revealed in the analysis led to several conclusions. The main conclusions were that the supervisor may choose to use, as primary criteria, placing student teachers with cooperating teachers who are eager to learn from the experience as well as guide the student teachers and that the supervisor has the ability to nurture both the collaborative process and mentoring relationship during the experience. Following a discussion of the conclusions are some implications for placement of student teachers and supervision, as well as recommendations and suggestions for further research.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9780496279395Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

CollaborativeIndex Terms--Genre/Form:

542853
Electronic books.

Mentoring in music education : = The collaborative relationship among the student teacher, cooperating teacher and college supervisor. A qualitative action research study.
LDR:03824nmm a2200409K 4500 001 2361742
005 20231027101312.5
006 m o d
007 cr mn ---uuuuu
008 241011s2003 xx obm 000 0 eng d
020 $a 9780496279395
035 $a (MiAaPQ)AAI3080062
035 $a AAI3080062
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Liebhaber, Barbara Golden. $3 3702427
245 1 0 $a Mentoring in music education : $b The collaborative relationship among the student teacher, cooperating teacher and college supervisor. A qualitative action research study.
264 0 $c 2003
300 $a 1 online resource (296 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 65-01, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Abeles, Harold F.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2003.
504 $a Includes bibliographical references
520 $a The relationship among the cooperating teacher, student teacher, and college supervisor was the focus of this research. The term "mentor" is used in this study as a metaphor for the opportunity for each of the participants to teach something to one another as well as learn from one another. The purpose of the study was to examine the mentoring process as it took place in the collaborative relationship among the participants in the music student teaching setting. Two in-depth case studies were conducted for this study, using qualitative research techniques. As the college supervisor and researcher, I was able to connect this study directly to my position as a director of music education, therefore using this as an action research study. I primarily relied upon data collected through interviews, with journal entries, discussions during seminars and use of e mail as additional sources. From analysis of the data, both within each case and across cases, themes relevant to the development of the collaborative relationship and mentoring process emerged. It seemed that the situation in which the mentoring took place in each of the four relationships: student teacher/cooperating teacher, student teacher/college supervisor, cooperating teacher/college supervisor, student teacher/cooperating teacher/college supervisor, was shaped by the participants' perspectives of their roles in the process. When each of the participants believed that he/she had something to learn from the experience as well as offer the others, the collaborative experience seemed to become more evident than when one of the participants felt that he/she had nothing or little to learn from the other two. The themes revealed in the analysis led to several conclusions. The main conclusions were that the supervisor may choose to use, as primary criteria, placing student teachers with cooperating teachers who are eager to learn from the experience as well as guide the student teachers and that the supervisor has the ability to nurture both the collaborative process and mentoring relationship during the experience. Following a discussion of the conclusions are some implications for placement of student teachers and supervision, as well as recommendations and suggestions for further research.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Music education. $3 3168367
650 4 $a Teacher education. $3 3172312
653 $a Collaborative
653 $a College supervisor
653 $a Cooperating teacher
653 $a Mentoring
653 $a Music education
653 $a Student teacher
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0522
690 $a 0530
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Teachers College, Columbia University. $3 1018028
773 0 $t Dissertations Abstracts International $g 65-01A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3080062 $z click for full text (PQDT)