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Using interactions among in-service music teachers in a graduate programme for teacher support

Title
Using interactions among in-service music teachers in a graduate programme for teacher support
Authors
Shin J.
Ewha Authors
신지혜
SCOPUS Author ID
신지혜scopus
Issue Date
2017
Journal Title
Music Education Research
ISSN
1461-3808JCR Link
Citation
pp. 1 - 12
Keywords
communities of practiceIn-service music teacherprofessional developmentteacher support
Publisher
Routledge
Indexed
SSCI; AHCI; SCOPUS scopus
Abstract
The purpose of this study was to examine interactions among in-service music teachers in a graduate music teacher education programme using Wenger, McDermott, and Snyder’s [2002. Cultivating Communities of Practice: A Guide to Managing Knowledge. Boston, MA: Harvard Business School Press] Communities of Practice (CoPs) framework. The results revealed that a music teacher interaction in a graduate music education programme evolved into CoPs. The domain, teachers’ shared understanding of their practice, indicated that music teachers wanted to become better educators of their subjects. Music teachers in an INSTEP (Intensive Summer Teacher Education Program) understood that class materials would be helpful for their teaching and students, so they actively participated in interaction among classmates and shared their own knowledge and teaching experiences, which was defined as the practice. Also, through the cohort structure and group projects, music teachers continuously interacted with other colleagues, and this regular interaction in INSTEP classes, defined as the community, enabled a deeper level of community sense, also referred to as CoPs. © 2017 Informa UK Limited, trading as Taylor & Francis Group
DOI
10.1080/14613808.2017.1301413
Appears in Collections:
교육대학원 > 교육학과 > Journal papers
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