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ERIC Number: EJ1179720
Record Type: Journal
Publication Date: 2018-May
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0255-7614
Examining the Long-Term Impact of Participating in a Professional Development Community of Music Teacher Educators in the USA: An Anchor through Turbulent Transitions
Pellegrino, Kristen; Kastner, Julie Derges; Reese, Jill; Russell, Heather A.
International Journal of Music Education, v36 n2 p145-159 May 2018
Peer mentoring and participating in professional development communities (PDCs) have been documented as supporting individuals through the transition into the teacher educator profession. However, Gallagher, Griffin, Parker, Kitchen, and Figg (2011) suggested future researchers examine the lasting impact of participating in PDCs. The purpose of this study was to explore and describe the long-term impact of participating in a PDC of music teacher educators. We, as four participant-researchers and one participant, were five early-career women music teacher educators in tenure-track positions at different institutions, reflecting back on our PDC and collaborative research experiences. We used a social constructivist framework to examine how we made sense of our experiences. Data included individual interviews, paired interviews, reflective journals, and a Facebook group. Findings included: (a) feeling empowered through a sense of community and support; (b) coming to new understandings of ourselves as music teacher educators; (c) experiencing benefits and challenges of our collaborative research process; and (d) still learning/becoming. The sense of community and support, benefits from collaborating on research, and opportunities to "play" with our developing identities had lasting professional and personal implications, which helped us successfully navigate the transitions and provided an anchor during the turbulent process of becoming music teacher educators.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A