An Intrinsic Case Study of Six Public School Music Educators' Classroom Management Development

Autor/in	Parker, Elizabeth Cassidy
Titel	An Intrinsic Case Study of Six Public School Music Educators' Classroom Management Development
Quelle	In: Contributions to Music Education, 48 (2023), S.79-97 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0190-4922
Schlagwörter	Classroom Techniques; Public School Teachers; Music Teachers; Teacher Attitudes; Teacher Student Relationship; Mentors; Preservice Teacher Education; Elementary School Teachers; Middle School Teachers; High School Teachers + Suchen Sie Ihr Suchwort? Klassenführung; Music; Teacher; Teachers; Musiklehrer; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehramtsstudiengang; Lehrerausbildung; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	The purpose of this intrinsic case study was to explore the classroom management development of six mid- and late-career public school music educators from the southeastern United States. Areas of inquiry included how educators articulated their classroom management development, their management challenges and successes, and how classroom management development influenced participants' teaching careers. Participants were identified from varied teaching contexts, including general, choral, and instrumental music in different school settings. Interviews, field notes, and artifacts were collected and analyzed to understand participant experiences. Themes revealed a growth trajectory from participants learning about themselves as teachers to a heightened focus on strategies, pacing, and building relationships with students. Over time, participants integrated their teaching styles and routines with classroom management strategies that positively influenced their teaching career. Suggestions for music educators and teacher educators include: (1) mentorship development for inservice and preservice teachers; (2) addressing classroom management development as a discrete topic of preservice music teacher education and through consistent field experiences with the same students; (3) incorporating social and emotional competence into preservice teacher coursework; and (4) creating intentional supports for mid- and late-career music educators. (As Provided).
Anmerkungen	Ohio Music Education Association. e-mail: contributions@omea-ohio.org; Web site: https://www.omea-ohio.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01