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

Linked to FindBook

Google Book

Amazon

博客來

Music Teacher Education and Gert Biesta's Three Educational Domains : = Qualification, Socialization, and Subjectification.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Music Teacher Education and Gert Biesta's Three Educational Domains :/
Reminder of title:	Qualification, Socialization, and Subjectification.
Author:	Jordan, Robert Curtis.
Description:	1 online resource (319 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-01, Section: A.
Contained By:	Dissertations Abstracts International84-01A.
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29165567click for full text (PQDT)
ISBN:	9798819399606

Music Teacher Education and Gert Biesta's Three Educational Domains : = Qualification, Socialization, and Subjectification.
Jordan, Robert Curtis.

Music Teacher Education and Gert Biesta's Three Educational Domains :Qualification, Socialization, and Subjectification. - 1 online resource (319 pages)

Source: Dissertations Abstracts International, Volume: 84-01, Section: A.

Thesis (Ed.D.C.T.)--Teachers College, Columbia University, 2022.

Includes bibliographical references

This dissertation is about an approach to music teacher education that attempts to prepare pre-service music teachers to find employment while also preparing them to improve the realities of school teaching and learning for themselves and their students. Approaches to music teacher education in the United States have moved from broad one-size-fits-all approaches to specialized approaches that track music education majors into vocal, instrumental, and general music specialties. And at some universities, music teacher educators have considered what it might mean to prepare music education students for state licensure policies that favor all-encompassing licenses, (i.e., P-12 Music, and a marketplace that increasingly seeks broadly qualified teachers). To learn more about the latter approach, East Coast University's music teacher education program was identified through purposeful selection for examination via intrinsic case study. Through snowball sampling, five faculty members were selected for teaching observations and interviews. In addition, focus groups of student and alumni (self-selected through volunteer sampling) helped develop my understanding and description of the case, and identification of a resultant, overarching theme. The research was focused through Biesta's three domains of educational purpose beginning with the formation of research questions in each Biestian domain: qualification, socialization, and subjectification.The overarching theme presented in this dissertation involves a dualistic approach to music teacher education: East Coast University prepares music teachers with the skills to win and keep the job and to be change agents capable of improving their educational landscapes. As a result of my research and lengthy field engagement, I believe the preparation ECU music education students receive can be expressed as the tension between broad preparation and a personal orientation. It's not a universal preparation; rather, it's the ability to move flexibly across large educational domains, and at the same time, develop a kind of personal orientation that is connected to the particular. This connection is the particularness of who they are as teachers, their own biographies-the lives that they've lived, and the specifics of how they've lived those lives. In fact, that's the beginning of a justice-based approach-to know oneself and to be able to work strategically within the particulars of a community. Throughout this intrinsic case study, my own pre-service and in-service teaching stories are interwoven with the participants' stories in ways that are intended to address my positionality, contextualize the theoretical framework, and examine more deeply emergent research understandings. Recommendations are made for future research and practice, and a final personal reflection considers my still evolving approach to music teacher education and how it was influenced by this study.

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

Mode of access: World Wide Web

ISBN: 9798819399606Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Gert BiestaIndex Terms--Genre/Form:

542853
Electronic books.

Music Teacher Education and Gert Biesta's Three Educational Domains : = Qualification, Socialization, and Subjectification.
LDR:04410nmm a2200397K 4500 001 2356867
005 20230619080647.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798819399606
035 $a (MiAaPQ)AAI29165567
035 $a AAI29165567
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Jordan, Robert Curtis. $3 3697375
245 1 0 $a Music Teacher Education and Gert Biesta's Three Educational Domains : $b Qualification, Socialization, and Subjectification.
264 0 $c 2022
300 $a 1 online resource (319 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: 84-01, Section: A.
500 $a Advisor: Allsup, Randall E. ; Parkes, Kelly A.
502 $a Thesis (Ed.D.C.T.)--Teachers College, Columbia University, 2022.
504 $a Includes bibliographical references
520 $a This dissertation is about an approach to music teacher education that attempts to prepare pre-service music teachers to find employment while also preparing them to improve the realities of school teaching and learning for themselves and their students. Approaches to music teacher education in the United States have moved from broad one-size-fits-all approaches to specialized approaches that track music education majors into vocal, instrumental, and general music specialties. And at some universities, music teacher educators have considered what it might mean to prepare music education students for state licensure policies that favor all-encompassing licenses, (i.e., P-12 Music, and a marketplace that increasingly seeks broadly qualified teachers). To learn more about the latter approach, East Coast University's music teacher education program was identified through purposeful selection for examination via intrinsic case study. Through snowball sampling, five faculty members were selected for teaching observations and interviews. In addition, focus groups of student and alumni (self-selected through volunteer sampling) helped develop my understanding and description of the case, and identification of a resultant, overarching theme. The research was focused through Biesta's three domains of educational purpose beginning with the formation of research questions in each Biestian domain: qualification, socialization, and subjectification.The overarching theme presented in this dissertation involves a dualistic approach to music teacher education: East Coast University prepares music teachers with the skills to win and keep the job and to be change agents capable of improving their educational landscapes. As a result of my research and lengthy field engagement, I believe the preparation ECU music education students receive can be expressed as the tension between broad preparation and a personal orientation. It's not a universal preparation; rather, it's the ability to move flexibly across large educational domains, and at the same time, develop a kind of personal orientation that is connected to the particular. This connection is the particularness of who they are as teachers, their own biographies-the lives that they've lived, and the specifics of how they've lived those lives. In fact, that's the beginning of a justice-based approach-to know oneself and to be able to work strategically within the particulars of a community. Throughout this intrinsic case study, my own pre-service and in-service teaching stories are interwoven with the participants' stories in ways that are intended to address my positionality, contextualize the theoretical framework, and examine more deeply emergent research understandings. Recommendations are made for future research and practice, and a final personal reflection considers my still evolving approach to music teacher education and how it was influenced by this study.
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
650 4 $a Education. $3 516579
653 $a Gert Biesta
653 $a Broad
653 $a Music teacher education
653 $a Social justice
653 $a Pre-service music teachers
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0522
690 $a 0530
690 $a 0515
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Teachers College, Columbia University. $b Arts and Humanities. $3 2093559
773 0 $t Dissertations Abstracts International $g 84-01A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29165567 $z click for full text (PQDT)