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ERIC Number: EJ1217368
Record Type: Journal
Publication Date: 2019-Jun
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1057-0837
Becoming Music Teachers in a Supportive String Project Community
Pellegrino, Kristen
Journal of Music Teacher Education, v28 n3 p11-27 Jun 2019
The purpose of this descriptive case study was to examine two music education students' experiences as String Project teachers (SPTs). Research questions were as follows: What connections were made between coursework and the authentic-context learning (ACL) experience? and What was the impact of ACL experiences on music teacher identity? Data were an open-ended questionnaire, journal entries, observations, videotaped teaching segments, and two semistructured interviews. These SPTs used terms and concepts explored in coursework in their goal-setting for themselves and their students, and also referenced concepts while reflecting on their teaching. The SPTs developed their music teacher identities as they learned in a supportive community, and they made connections between personal, musician, and teacher identities. Through ACL experience situated within a supportive String Project community, ideas initially explored during coursework became internalized as part of the SPTs' thinking, practices, philosophies, and identities.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A