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

Becoming Music Teacher: Music Teache...

Nowak, Timothy E.

Linked to FindBook

Google Book

Amazon

博客來

Becoming Music Teacher: Music Teacher Identity and Strong Structuration Theory.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Becoming Music Teacher: Music Teacher Identity and Strong Structuration Theory./
Author:	Nowak, Timothy E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	317 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
Contained By:	Dissertations Abstracts International81-03A.
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22583009
ISBN:	9781085691499

Becoming Music Teacher: Music Teacher Identity and Strong Structuration Theory.
Nowak, Timothy E.

Becoming Music Teacher: Music Teacher Identity and Strong Structuration Theory. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 317 p.

Source: Dissertations Abstracts International, Volume: 81-03, Section: A.

Thesis (Ph.D.)--Arizona State University, 2019.

This item must not be sold to any third party vendors.

Previous researchers documented that music teachers negotiate their identities throughout their career, but none of these studies examined identity negotiation from the perspective of both music teachers and their students. Assuming that music teachers and students negotiate their identities through the same interactions, how do music teachers and students together shape their social context and continually pursue possibilities for who they are becoming? I conducted an instrumental case study to explore the encounters of one veteran orchestra teacher-Steve-with three of his students to understand how they negotiated their identities together and pursued possibilities for who they were becoming. I used strong structuration theory (Stones, 2005) as a theoretical lens to organize and frame my study. Each time Steve assessed students and placed them within the orchestra's seating hierarchy, he experienced a tension in his identity as a music teacher. To relieve this tension, Steve changed the orchestra seating structure from a hierarchical-ranked structure to a randomized-rotating structure. This allowed him to provide individualized feedback to students as they rotated into the front row without issuing social sanctions. But this structural change also disrupted some of the students' identities as musicians and the labels they used to position themselves in orchestra. Steve's insistence that the student sitting in first-chair was the "leader for the day" continued an element of the hierarchical seating that conflicted with the students' understandings of meritocracy and leadership. Additionally, by decoupling the students' seating from the playing tests, Steve delegitimized his primary form of assessment. Based on my findings, I discuss implications for music education practice, and music teacher education.

ISBN: 9781085691499Subjects--Topical Terms:

3168367
Music education.

Becoming Music Teacher: Music Teacher Identity and Strong Structuration Theory.
LDR:02840nmm a2200313 4500 001 2209709
005 20191104073811.5
008 201008s2019 ||||||||||||||||| ||eng d
020 $a 9781085691499
035 $a (MiAaPQ)AAI22583009
035 $a AAI22583009
040 $a MiAaPQ $c MiAaPQ
100 1 $a Nowak, Timothy E. $3 3436814
245 1 0 $a Becoming Music Teacher: Music Teacher Identity and Strong Structuration Theory.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 317 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-03, Section: A.
500 $a Advisor: Schmidt, Margaret.
502 $a Thesis (Ph.D.)--Arizona State University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a Previous researchers documented that music teachers negotiate their identities throughout their career, but none of these studies examined identity negotiation from the perspective of both music teachers and their students. Assuming that music teachers and students negotiate their identities through the same interactions, how do music teachers and students together shape their social context and continually pursue possibilities for who they are becoming? I conducted an instrumental case study to explore the encounters of one veteran orchestra teacher-Steve-with three of his students to understand how they negotiated their identities together and pursued possibilities for who they were becoming. I used strong structuration theory (Stones, 2005) as a theoretical lens to organize and frame my study. Each time Steve assessed students and placed them within the orchestra's seating hierarchy, he experienced a tension in his identity as a music teacher. To relieve this tension, Steve changed the orchestra seating structure from a hierarchical-ranked structure to a randomized-rotating structure. This allowed him to provide individualized feedback to students as they rotated into the front row without issuing social sanctions. But this structural change also disrupted some of the students' identities as musicians and the labels they used to position themselves in orchestra. Steve's insistence that the student sitting in first-chair was the "leader for the day" continued an element of the hierarchical seating that conflicted with the students' understandings of meritocracy and leadership. Additionally, by decoupling the students' seating from the playing tests, Steve delegitimized his primary form of assessment. Based on my findings, I discuss implications for music education practice, and music teacher education.
590 $a School code: 0010.
650 4 $a Music education. $3 3168367
650 4 $a Teacher education. $3 3172312
650 4 $a Educational sociology. $3 519608
690 $a 0522
690 $a 0530
690 $a 0340
710 2 $a Arizona State University. $b Music Education. $3 1677528
773 0 $t Dissertations Abstracts International $g 81-03A.
790 $a 0010
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22583009