ERIC Number: EJ1122885
Record Type: Journal
Publication Date: 2017-Jan
Abstractor: As Provided
A Narrative of Two Preservice Music Teachers with Visual Impairment
Parker, Elizabeth Cassidy; Draves, Tami J.
Journal of Research in Music Education, v64 n4 p385-404 Jan 2017
The purpose of this narrative inquiry was to re-story the student teaching experience of two preservice music education majors who are visually impaired or blind. While music education scholars have devoted attention to P-12 students with disabilities, research with preservice music teachers with impairments is seemingly nonexistent. Using a transformative paradigm and social model of disability as lenses, we retell participants' experiences across three commonplaces of narrative inquiry: sociality, temporality, and place. Participants told their student teaching stories through various field texts, including interviews, journals, emails, and informal conversations. Three particular issues were highlighted strongly within their narratives: accessible music, reliance on others, and individuals' attitudes. Issues of what constitutes effective teaching, teacher identity construction, and preparedness for working with individuals with disabilities also emerged. Multiple avenues are suggested for practice, research, and policy in music, teacher education, and teachers with disabilities.
Descriptors: Music Teachers, Visual Impairments, Blindness, Preservice Teachers, Interviews, Journal Writing, Electronic Mail, Accessibility (for Disabled), Help Seeking, Attitudes, Teacher Effectiveness, Professional Identity, Disabilities, Teacher Competencies, Personal Narratives, Student Teaching
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
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