東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Online communication as a mode of pr...

Slotwinski, Jessica Ann.

Linked to FindBook

Google Book

Amazon

博客來

Online communication as a mode of professional development among student teachers in music education.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Online communication as a mode of professional development among student teachers in music education./
Author:	Slotwinski, Jessica Ann.
Description:	199 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .
Contained By:	Dissertation Abstracts International72-05A.
Subject:	Education, Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3448039
ISBN:	9781124536651

Online communication as a mode of professional development among student teachers in music education.
Slotwinski, Jessica Ann.

Online communication as a mode of professional development among student teachers in music education. - 199 p.

Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .

Thesis (Ed.D.)--Teachers College, Columbia University, 2011.

Historically, most schools employ only one music teacher per specialty; therefore, student teachers in music education work in relative isolation during their student teaching experience. Student teachers often have to attend a seminar once a week at their institution during the student teaching experience, yet this is not always the appropriate environment or time for certain questions that arise during student teaching. A space outside of the classroom that is consistently available regardless of location and time would be helpful to student teachers (Hew & Cheung, 2003b) during their student teaching experience. Additionally, there are few established forums for the professional development of these music student teachers where they can share information and ideas to improve their practice.

ISBN: 9781124536651Subjects--Topical Terms:

1017808
Education, Music.

Online communication as a mode of professional development among student teachers in music education.
LDR:03290nam 2200325 4500 001 1398703
005 20110914100027.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124536651
035 $a (UMI)AAI3448039
035 $a AAI3448039
040 $a UMI $c UMI
100 1 $a Slotwinski, Jessica Ann. $3 1677594
245 1 0 $a Online communication as a mode of professional development among student teachers in music education.
300 $a 199 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .
500 $a Adviser: Lenore Pogonowski.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2011.
520 $a Historically, most schools employ only one music teacher per specialty; therefore, student teachers in music education work in relative isolation during their student teaching experience. Student teachers often have to attend a seminar once a week at their institution during the student teaching experience, yet this is not always the appropriate environment or time for certain questions that arise during student teaching. A space outside of the classroom that is consistently available regardless of location and time would be helpful to student teachers (Hew & Cheung, 2003b) during their student teaching experience. Additionally, there are few established forums for the professional development of these music student teachers where they can share information and ideas to improve their practice.
520 $a One of the ways to address the absence of more traditional professional development opportunities for student teachers is to make online forums available to them. However, not enough is known about how student teachers in music education learn to access and make use of such online forums to share reflections, ideas, and concerns important to their practice. Therefore, this study examined how nine student teachers engage in an online community of practice dedicated to them and how this, in turn, impacted their student teaching experience.
520 $a The data were gathered from interviews, document support, and the Critical Incident Technique, and yielded the following five major findings: all nine participants discussed or alluded to the benefits of a professional working relationship with one's cooperating teacher and how this relationship positively impacted their student teaching achievements; each of the nine participants used The Trading Fours Online Project in different ways and for different reasons; the spectrum of days and times for The Trading Fours Wiki Discussion Board Posts illustrates the benefits of asynchronous online communication for this community; a majority of the posts on the Wiki focused on giving and seeking advice; each participant had his/her own needs throughout the student teaching experience, and these specific needs are illustrative of the individual's use of The Trading Fours Online Project and its impact on him or her as a student teacher.
590 $a School code: 0055.
650 4 $a Education, Music. $3 1017808
650 4 $a Education, Teacher Training. $3 783747
650 4 $a Web Studies. $3 1026830
650 4 $a Education, Technology of. $3 1018012
690 $a 0522
690 $a 0530
690 $a 0646
690 $a 0710
710 2 $a Teachers College, Columbia University. $3 1018028
773 0 $t Dissertation Abstracts International $g 72-05A.
790 1 0 $a Pogonowski, Lenore, $e advisor
790 $a 0055
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3448039