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A Pilot Project Exploring Rural Classroom Music Teachers’ Perceptions and Practices via an Online Professional Development Course
Journal of Music Teacher Education Pub Date : 2021-04-22 , DOI: 10.1177/10570837211008658
Daniel C. Johnson, Ann Marie Stanley

Music teachers in urban, suburban, and rural communities face a multitude of challenges and opportunities. To identify and examine specific experiences that may be unique to rural general music teachers, we recruited six teacher-participants to complete a 5-week online professional development (PD) course for this exploratory study. We created a teacher-led approach for this PD, implementing topics and solutions generated by the participants. Using qualitative content analysis, we found two categories of themes in the online discussion posts that either connected or disconnected our participants with other music teachers on their general music context or their geographic setting. Although participants clearly articulated the influences of setting and place-based pedagogy, we found shared issues related to general music that transcended location. Implications for future PD include the importance of online delivery methods and developing PD differentiated by teaching contexts and geographic settings.



中文翻译:

通过在线专业发展课程探索农村课堂音乐老师的感知和实践的试点项目

城市,郊区和农村社区的音乐老师面临着许多挑战和机遇。为了确定和检验农村普通音乐教师可能特有的特殊经历,我们招募了六名教师参加者,以完成为期5周的在线专​​业发展(PD)课程以进行探索性研究。我们为此PD创建了教师主导的方法,实现了参与者生成的主题和解决方案。使用定性内容分析,我们在在线讨论帖子中发现了两类主题,这些主题使参与者与其他音乐老师在其一般音乐背景或地理环境下保持联系或断开联系。尽管参与者清楚地阐明了环境和基于地点的教学法的影响,但我们发现与超越位置的普通音乐相关的共同问题。

更新日期:2021-04-22
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