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ERIC Number: EJ1057955
Record Type: Journal
Publication Date: 2015
Pages: 27
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: EISSN-1918-5979
Attitudes and Perspectives of Teacher Performers on Pedagogy and Perceived Student Learning in the Elementary and Secondary School Music Classroom
Vitale, John L.
Canadian Journal of Education, v38 n1 2015
This study investigated the lives of three active music teacher performers and how their performing experience impacted pedagogy and perceived student learning in the classroom. At the time of data collection, one participant was a full-time elementary school music teacher, and the other two participants were full-time secondary school music teachers. Philosophically, this study intended to discover the central meaning underlying the life experiences of each participant as they relate to pedagogy and perceived student learning (phenomenology). Methodologically, qualitative data (typical of phenomenological inquiry) were collected through both interviews and a focus group session. Furthermore, a traditional thematic exploration of the data was employed. Findings indicate that pedagogy and perceived student learning are positively impacted through the theme of respect and negatively impacted through the themes of fatigue and job dissatisfaction. Such themes invite all educators within the performing arts to reexamine and reflect upon the intricate relationship between performing and teaching.
Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada (Toronto)