Дисертації з теми "Music professional development"
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Meadows, Julie. "Music Teachers' Perceptions of Targeted Professional Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3459.
Повний текст джерелаKuebel, Christa. "PREPARATION, CONTINUING EDUCATION, AND PROFESSIONAL DEVELOPMENT OF INSTRUMENTAL MUSIC MAJORS TEACHING ELEMENTARY GENERAL MUSIC." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1491408733327604.
Повний текст джерелаGruenhagen, Lisa Marie. "Investigating professional development : early childhood music teacher learning in a community of practice /." Digitized version, 2007. http://hdl.handle.net/1802/5630.
Повний текст джерелаSimmons, Marcy Thurmond. "Teachers' Perceptions of the Influence of Professional Development on Music Integration." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1938.
Повний текст джерелаBoyle, Kerry. "Understanding the development of professional identity in instrumental teachers." Thesis, Canterbury Christ Church University, 2018. http://create.canterbury.ac.uk/17595/.
Повний текст джерелаLeung, Bo Wah School of Music & Music Education UNSW. "Creative Music Making in Hong Kong Secondary Schools: The Present Situation and Professional Development of Music Teachers." Awarded by:University of New South Wales. School of Music and Music Education, 2002. http://handle.unsw.edu.au/1959.4/18665.
Повний текст джерелаWest, Raymond Owen. "Secondary School Choral Teachers' Perceptions of Quality Professional Development." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1728.
Повний текст джерелаKierman, Pamela Elizabeth. "Community brass : its role in music education and the development of professional musicians in the Western Cape." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2593.
Повний текст джерелаCommunity music is at the innermost heart of any music society, yet its generally informal training structures have rendered it somehow second-class in the general view. South Africa‟s formal education structures have tended to favour the elite at the cost of those who are historically deprived, a pattern which developed centuries before the advent of legal Apartheid. This lack of official favour may be the source of the intensity of community music development in the Western Cape, a locus of cultural and ethnic diversity remarkable even in South Africa. Brass instruments, with their inherent portability and relative affordability, have been at the heart of much church music in the past two hundred years. For the Salvationists, the brass band has long been the „peripatetic organ‟ for use at services indoors or outdoors. For the German-related churches, the Posaunenchor, now a brass choir, fulfils many of the same functions. These and other informal structures like them tend to reproduce themselves by means of „apprenticeship‟ of novitiate players to experienced bandsmen. A substantial number of church-trained players have become professional in the context of military bands in the Cape and elsewhere in South Africa. Some have, with more formal training, become symphonic instrumentalists of considerable rank in South Africa. This dissertation sets out to describe the milieu from which brass-players have emerged when formal instrumental instruction has been unavailable to them. It describes past and current efforts to bolster and upgrade brass training for youth, and the ways in which this couples with social upliftment for youth. Perhaps most importantly, it furnishes information and tools for South Africa to join fully with international efforts to research the phenomena of community music and to better understand their significance.
Lenzo, Terri Brown. "Online Professional Development in Preschool Settings: Music Education Training for Early Childhood Generalists." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1416315624.
Повний текст джерелаWest, Justin J. "A Grounded Theory of Music Teacher Large Scale Conference Professional Development Implementation: Processes of Convergence." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248474/.
Повний текст джерелаKeith, Karin, Chih-che Tai, Laura Robertson, and Renee Rice Moran. "Waves, Sounds, & Music." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/997.
Повний текст джерелаDeignan, Ryan P. "K-12 music teacher-to-teacher collaboration in Iowa : an exploratory pilot study." Thesis, University of Iowa, 2017. https://ir.uiowa.edu/etd/5928.
Повний текст джерелаCullen, Danielle M. "EXPLORING ELEMENTARY GENERAL MUSIC TEACHERS’ REFLECTIVE STRATEGIES WITHIN A TEACHER COLLABORATION GROUP: AN INSTRUMENTAL CASE STUDY." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/522804.
Повний текст джерелаPh.D.
The purpose of this instrumental case study was to describe the ways two elementary general music teachers participating in a teacher collaboration group (TCG) used reflective strategies in their classrooms. The following questions initially framed the case: When these two teachers engaged in reflective strategies, (1) What did they notice about their students’ performance and their own teaching practices? (2) What did they describe as the benefits and challenges of incorporating reflective strategies? and (3) What insights did they articulate as a result of their participation in a TCG? I (student investigator) invited two purposefully sampled elementary general music teachers to participate in a TCG focused on incorporating reflective strategies. In my interactions with the two teachers, I served three roles: researcher, facilitator, and colleague. The theoretical lens for this research was professional learning through collaboration. As researcher, I embraced the required tasks for this research, including studying existing literature, obtaining the necessary approvals, devising data collection tools, analyzing the data and drawing conclusions based on the data. Since I chose to conduct the research in the school district where I currently teach, I needed to be mindful of my professional relationships with all 10 of my elementary general music teacher colleagues, since the two of my elementary general music teacher colleagues participated in the TCG. Throughout the study I strove to maintain balance between my roles of researcher, facilitator and colleague as I drew on my review of research and practice literature on reflective strategies to make decisions throughout this research. To reduce over rapport during the study, I continually examined my motives for all choices, and sought to be mindful of how each choice affected research design, TCG agendas, and my colleagues’ professional responsibilities. I strove to identify sources of tensions relative to each of my roles, and remain as neutral as possible to each role during data analysis. The two teachers engaged in member checks, and I invited a critical friend with experience in qualitative research to serve as an auditor of the data. Based on my research on reflective strategies, I offered participants four reflective strategies, from which they chose one, to incorporate with a fourth grade general music class of their choice. Over seven months, the participants documented in their professional reflective journals what they noticed about their students and themselves while engaged in reflective strategies. The participants studied reflective practice independently and collaboratively. The participants completed two solo interviews and attended five group meetings. Data sources for this study were transcripts of TCG meetings and interviews, researcher’s field notes, participants’ professional reflective journals, and artifacts of student work shared with parent consent and student assent: video recorded teaching examples and students’ written classwork, both of which participants shared during TCG meetings. I studied the transcripts and professional reflective journals for emerging patterns and themes. Three themes emerged: Noticings About Students and Self, Learning About Students and Self, and Changing Attitudes and Beliefs about Teaching and Learning. The overarching theme, Sharing Experiences, served as the catalyst for participant noticing, learning, and changing. The participants reported that the use of reflective strategies designed for their elementary general music students informed their instruction and decision-making processes, and provided insights to their students’ levels of understanding. Additionally, the participants reported learning the value of reflection, both for themselves and for their students. The participants also reported that participating in the TCG as a form of collaborative professional development alleviated feelings of isolation and provided an opportunity for teachers to learn from one another in a professional environment. The research presented in this study has implications for teachers and administrators. Because of the benefits associated with engaging students in reflective strategies, teachers should consider how to include reflective opportunities appropriately as part of their instruction. Further, administrators should consider providing collaborative professional development opportunities for teachers of any subject area or grade level. The two elementary general music teachers in this research described gaining valuable insights regarding music teaching and learning by incorporating reflective strategies. Further, they valued the professional development in the form of the TCG, which developed over time and offered them an opportunity to reflect as partners who generated collective knowledge with each other as supportive peers, all while individually growing as teachers. Suggestions for future research include researching a curricular approach to implementing reflective strategies with PreKindergarten through 5th grade elementary general music students, reflective strategies elementary musical ensembles, investigating how reflective strategies relate to different approaches for teaching elementary general music, and exploring teacher collaboration groups consisting of music teachers from various grade levels or music teaching disciplines.
Temple University--Theses
Davila, Giovanna Adelia. "A Graduate Course on Inclusion: Four Elementary/General Music Educators' Perceived Attitudes and Applications in the Classroom." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4959.
Повний текст джерелаPelletier, Christina L. "The Learning Communities of Exemplary Mid-Career Elementary General Music Teachers." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365004386.
Повний текст джерелаCole, Mark Remsen. "An Examination of Cooperating Teachers' Observations of Their Student Teachers in the Areas of Personal, Teaching, and Musical Skills in the Elementary Classroom." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5001.
Повний текст джерелаVenesile, Christopher John. "The Acquisition of Pedagogical Content Knowledge By Vocal Jazz Educators." Case Western Reserve University School of Graduate Studies / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1278521556.
Повний текст джерелаHill, Betty J. "Evaluation and Games That Music Teachers Play: A Case Study of a Peer Review Program." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574681400815453.
Повний текст джерелаHeyworth, John Nathan. "A study on the impact of a music looping technology intervention upon pre-service generalist teachers’ self-efficacy to teach music in primary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2144.
Повний текст джерелаCarvalho, Isamara Alves. "Saberes docentes dos instrumentistas professores: diálogo entre ensinar e avaliar num curso de performance em instrumento musical." Universidade Federal de São Carlos, 2004. https://repositorio.ufscar.br/handle/ufscar/2688.
Повний текст джерелаThe present research had as general objective knowing and discussing how professors of musical instruments, who teach children, report their teaching learning process according to two central axles: teaching and evaluating. In the first part we prioritize a theoretical explanation of the references and the methodology chosen for the development of this research. The first chapter presents some categories of teaching knowledgement starting with the references of TARDIF (2002) and MIZUKAMI (1996, 1999, 2001 and 2002), among others, show the authors who had endorsed our reflections on education and musical education focused in the teachlearning process and the democratization of the access, and on evaluation as learning aiding. We brought the concepts of diagnostic evaluation (LUCKESI, 1998)and armed loveliness (FREIRE, 1998, 1999, 2001a, 2001b and 2002, and LUCKESI, 1998). The second and last chapter of the first part describes the covered stages for the accomplishment of the present research. A qualitative research was chosen andwe carry through interviews in a half-structuralized characteristic, where ten professors of instrument had participated. Later, in the second part, we began the presentation and discussion (dialogue) of the results acquired in the interviews. It was possible to discuss different situations, dilemmas and reflections presented by the professors interviewed about the reality of the teach-learning process of the musical instrument lessons for children in a music school. The final dialogue shows some contributions of this research in the scope of the instrumentists teaching development and magnifying the academic production that focuses on the music schools professors.
A presente pesquisa teve como objetivo geral conhecer e discutir como os professores de instrumento musical, que lecionam para crianças, relatam seu processo de aprendizagem para a docência a partir de dois eixos centrais: ensinar e avaliar. Na primeira parte priorizamos uma explanação teórica dos referenciais e do percurso metodológico escolhido para o desenvolvimento desta. No primeiro capítulo apresentamos algumas categorizações de saberes docentes partindo do referencial de TARDIF (2002) e MIZUKAMI (1996, 1999, 2001 e 2002), entre outros, mostramos os autores que respaldaram nossas reflexões sobre educação e educação musical focadas no processo ensino-aprendizagem e na democratização do acesso, e sobre avaliação como favorecimento da aprendizagem. Trouxemos os conceitos de avaliação diagnóstica (LUCKESI, 1998) e amorosidade armada (FREIRE, 1998, 1999, 2001a, 2001b e 2002, e LUCKESI, 1998). O segundo e último capítulo da primeira parte descreve as etapas percorridas para a realização da presente pesquisa. Optamos pela pesquisa qualitativa e realizamos entrevistas de caráter semi-estruturado, em que participaram dez professores de instrumento. Posteriormente, na segunda parte, iniciamos a apresentação e discussão (diálogo) dos resultados apresentados nas entrevistas. Foi possível discutir diversas situações, dilemas e reflexões apresentados pelos professores entrevistados sobre a realidade do processo ensino-aprendizagem das aulas de instrumento musical para crianças numa escola de música. O diálogo final aponta algumas contribuições desta pesquisa no âmbito do desenvolvimento docente dos instrumentistas e no âmbito da ampliação de produção acadêmica que enfoque os docentes de escolas de música.
Viapiana, Ezequiel Carvalho. "Indícios do desenvolvimento profissional de uma professora de música iniciante : um estudo sobre os gestos profissionais." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/171276.
Повний текст джерелаThis MA dissertation aimed at to investigate signs of the professional development in the performance of a beginning music teacher through her professional gestures. More specifically, it aimed at to identify and to characterize the professional gestures in the performance of the beginning music teacher; and to understand how the gestures of work or métier (senses) are transformed into singular and contextual professional gestures (elements) in the performance of the beginning music teacher. The theoretical framework was constituted by the concept of function and teaching professionality, by Maria do Ceíu Roldaão, who claims teaching function is a founding element of professionality, and by the model of professional performance, by Anne Jorro, who presents the gestures of the work or métier, as socially constructed characterizers of the teaching profession, and professional gestures, as an extension of work or métier gestures to a particular and contextual perspective. An instrumental case study was carried out, with data being collected through observation and audiovisual recording of seven classes of Paloma, the music teacher that engaged in the research, and eight recall stimulation interviews. Data collected underwent procedures of transcription, codification, categorization and interpretation, so that the signs of professional development of Paloma could be explained. Results make explicit the transformative dimensions (actions) of Paloma's performance, moving from a meaning to a performance element, being the professional gestures expressed through the gestures of language, the gestures of staging the knowledge, the gestures of adjustment in action and the gestures of ethics. The process of transforming gestures of work or métier into professional gestures is based on the experience acquired by the teacher in the context of her work and is driven by three actions: flexibilization of previous assumptions, living in the work environment and reflection on her practice. The conclusion proposes the understanding of the professional development as the process of learning to teach with two perspectives related to the teaching performance in the classroom: the internal perspective, which was described through the findings of this research, and the external perspective, which concerns educational policies and teachers´ working conditions related to these policies.
Higginson, Kelsey. "Distraction, Enjoyment, and Motivation During an Indoor Cycling Unit of High School Physical Education." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5700.
Повний текст джерелаMullins, William D. "A survey of piano teachers whose students have ADHD: Their training, experiences, and best practices." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500597748529337.
Повний текст джерелаWhite, Jason C. "Addressing the Poor Professional Outcomes of Undergraduate Arts Students." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365886713.
Повний текст джерелаChrapačienė, Natalija. "Muzikos pedagogų kvalifikacijos bei profesinių kompetencijų plėtojimo tendencijos tęstiniame mokyme." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090828_132245-71741.
Повний текст джерелаIn this work the issues related to preparation of music educators have been analyzed and also the peculiarities of their professional competences and their improvement has been investigated. The problem of the preparation of teachers has been a relevant one, as not only the success of education reform course, but also the further development of our culture is mostly based on the relevant preparation of teachers. The main direction of present educational policies in Lithuania is the encouragement of professional improvement; ant is has presented wide possibilities of the professional improvement of teachers. In order to reveal the attitude of music teachers towards their professional improvement, the research has been carried out, which consisted of continuous written survey of music teachers and also the qualitative research of art school directors. In the first stage of this research 109 music teachers have been questioned, while in the second part of the research the attempts have been made to question more respondents, who had already participated in the first stage of the survey (i.e. 91 music teachers). The object of the research – the development of qualification and competences of music teachers. The following tasks have been made: 1) to review the peculiarities of professional preparation of music teachers; 2) to analyze the current requirements for the competences of music teachers; 3) to reveal the qualification improvement forms among music teachers; 4) to... [to full text]
Wilton, N., Huili Hong, J. Temaj, Karin Keith, and Edward J. Dwyer. "Encouraging Literacy Through Musical Experiences." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/988.
Повний текст джерелаGaulke, Tamar Genz. "O desenvolvimento profissional de professores de música da educação básica : um estudo a partir de narrativas autobiográficas." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/165447.
Повний текст джерелаThis research had as general objective to understand how the professional development process of music teacher occurs from its relation with the school of basic education. The conceptual view of place of Tuan and Lévy and Lussault, of professional development of Nóvoa and of biographical construction of Delory-Momberger, as well as autobiographical research and narratives constitute the theoretical-methodological reference of this research. The study was carried out through narrative interviews with four licensed teachers, which are experienced and active in basic education schools in Porto Alegre, RS. The analysis of the data was based on the macro-themes that emerged from the interview data: the work in the basic education school; the relationship with the school subjects - the other; the self-training. These macro themes are perceptible marks in the professional development process of the music teacher. The analysis indicates that the professional development of each teacher is unique and personal, since it is constituted through experiences. The other, the self and the construction of the self with the other - the place, are the axes that sustain the professional development of the teachers. It is in alterity that the teacher develops him/herself. Therefore, to recognize oneself in the experience at and with the school, there is a condition for the professional development of music teacher. This experience with the place is the toca. The toca is an internal place of formation, which, by amalgamating personal and professional formation becomes a promoter of professional development. These dynamics of the process of professional development comes from the constitution of the toca (ethos), of its dwelling, in which the teachers construct place in themselves, being constituted biographically from the school (place). The present research seeks to give greater visibility to the relations between the teacher and the school as a basis for the professional development of the teacher, thinking of the school not as a background, but of the complexity of its spatial dimension, as a way to understand the process in which it allies the training with the acting and providing clues to think about the training of teachers in undergraduate music courses.
Xie, Wei. "Improving Piano Teaching at International Schools in a Suburban District of Beijing." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6708.
Повний текст джерелаMachado, Daniela Dotto. "Indicadores educacionais de desenvolvimento profissional da docência em música nos anos finais do ensino fundamental." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/2347.
Повний текст джерелаThis dissertation aims at investigating educational indicators of professional development in teaching through the participation of novice and experienced music teachers in the late years of elementary school in a continuing education distance program. The study is based on the notions of educational indicators and educational indicators of professional development in teaching proposed by Reali (2009) and Reali et al. (2004), in Shulman s theory on teachers professional knowledge base and the pedagogical reasoning process (1986; 1987; 2005) as well as on teachers professional experience based on Tardif (2012). In this qualitative study, the constructive-collaborative method of intervention-research was used, in which the teachers narratives concerning their education and professional practice were considered. Music teachers continuing distance education was developed from April to December 2011 on the UFSCar Teachers Portal. Tools of software packages Moodle and Skype were used for data collection in the study. After completing the program, thirteen (13) music teachers in the late years of elementary school were selected and constituted the study sample. In its results, the investigation found eleven (11) educational indicators of professional development in music teaching. As regards novice teachers, it was observed that they tend to not master all the necessary knowledge for teaching; show greater difficulties in planning activities and defining contents to be taught; tend to master and use some technologies applied to musical reproduction and practice in music teaching. Concerning the experienced teachers, it was observed that, in atypical situations of professional practice, they show difficulties in mastering music content, in choosing contents to be taught and in planning lessons; are concerned about getting to know students and their involvement with music better; seek for information on songs of students interest, even if their treatment does not exclusively take place in class; show to be more secure in defining the music contents to be taught; are concerned about students broader development and not only about their learning music content; show to have greater access to and greater knowledge of music teaching materials; tend to show tranquility when coping with situations that arise unexpectedly; and are constantly learning.
Esta tese objetiva investigar indicadores educacionais de desenvolvimento profissional da docência por meio da participação de professores de Música, iniciantes e experientes, dos anos finais do Ensino Fundamental em um curso de formação continuada a distância. A pesquisa se fundamenta nas noções de indicadores educacionais e indicadores educacionais de desenvolvimento profissional da docência propostas por Reali (2009) e Reali et al. (2004), na teoria sobre a base de conhecimento para o ensino e do processo de raciocínio pedagógico de Shulman (1986; 1987; 2005), e, ainda, no tempo de experiência profissional docente com base em Tardif (2012). Nesta pesquisa qualitativa, o método construtivo-colaborativo de pesquisa-intervenção foi empregado, no qual as narrativas de formação e atuação profissional dos docentes foram consideradas. A formação continuada à distância de professores de Música foi desenvolvida de abril a dezembro de 2011 junto ao Portal dos Professores da UFSCar. Para a coleta dos dados da pesquisa foram utilizadas as ferramentas dos softwares Moodle e do skype. Após a realização do curso, treze (13) professores de Música dos anos finais do Ensino Fundamental foram selecionados e constituíram a amostra da pesquisa. Em seus resultados, a investigação constatou onze (11) indicadores educacionais de desenvolvimento profissional da docência em Música. Com relação aos professores iniciantes a pesquisa verificou que esses: tendem a não dominar todos os conhecimentos necessários ao ensino; apresentam maiores dificuldades no planejamento das atividades e na definição dos conteúdos a serem ensinados; tendem a dominar e empregar algumas tecnologias aplicadas à reprodução e ao fazer musical no ensino de Música. Quanto aos professores experientes, a investigação averiguou que: em situações atípicas de atuação profissional, apresentam dificuldades no domínio de conteúdos da Música, na escolha de conteúdos a serem ensinados e no planejamento das atividades das aulas; preocupam-se em conhecer mais os alunos e seus envolvimentos com a música; procuram por informações sobre as músicas de interesse dos alunos, mesmo que o tratamento das mesmas não aconteça com exclusividade nas aulas; demonstram maior segurança na definição dos conteúdos de Música a serem ensinados; preocupam-se com o desenvolvimento mais amplo dos alunos e não apenas com as aprendizagens dos conteúdos de Música; demonstram possuir maior acesso e conhecimentos dos materiais didáticos da Música; tendem a apresentar maior tranquilidade no enfrentamento de situações que surgem inesperadamente; e, estão sempre aprendendo.
Slawsky, Melissa Maccarelli. "Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3352.
Повний текст джерелаBuchmann, Letícia Taís. "A CONSTRUÇÃO DA DOCÊNCIA EM MÚSICA NO ESTÁGIO SUPERVISIONADO: UM ESTUDO NA UFSM." Universidade Federal de Santa Maria, 2008. http://repositorio.ufsm.br/handle/1/6833.
Повний текст джерелаEsta dissertação foi desenvolvida na Linha de Pesquisa Educação e Artes, do Programa de Pós-Graduação em Educação da Universidade Federal de Santa Maria e está vinculada ao grupo CNPq/Fapem: Formação, Ação e Pesquisa em Educação Musical. O objetivo da pesquisa foi investigar a construção da docência em Música no estágio supervisionado do Curso de Música Licenciatura Plena da UFSM, a partir do ponto de vista de um grupo de seis estagiários. Para tanto procurou-se conhecer as concepções dos estagiários sobre o estágio supervisionado e entender sua relação com o ensino na Educação Básica. Além de considerar a legislação vigente sobre os temas, os referenciais teóricos estudados incluem autores dos campos da Educação (como ALARCÃO; TAVARES, 1987; GARCIA, 1999; PIMENTA; LIMA, 2004) e da Educação Musical (como MATEIRO, 2002a, 2002b; MATTANA, 2005; BEINEKE; BELLOCHIO, 2007), cujas pesquisas focalizam a formação inicial de professores e o estágio supervisionado. A abordagem metodológica adotada foi a qualitativa, com a realização de entrevistas semi-estruturadas e de estimulação de memória e gravações em vídeo de aulas dos estagiários. A seleção dos participantes ocorreu pelo critério de interesse e disponibilidade em participar da pesquisa e também pela possibilidade de a pesquisadora ir à escola de Educação Básica nos horários das aulas desses estagiários para realizar as filmagens. A análise dos dados foi realizada a partir da organização de duas categorias: (1) concepções de estágio, incluindo a função desempenhada pela orientação, e (2) a atividade docente na escola, destacando a realização do estágio em duplas e a relação com o ensino na Educação Básica com foco nas experiências dos estagiários. A partir da interpretação e diálogo com os referenciais sobre a construção da docência no estágio supervisionado foi possível tecer considerações sobre o processo formativo de professores de Música. Nesse viés, acredita-se que esta pesquisa possa contribuir com dados relevantes sobre o estágio na construção da docência, ressaltando-se o compartilhamento das ações dos estagiários e a mediação da orientação. Enfatizam-se também problematizações e reflexões sobre a construção da docência durante o estágio e sua relação com a formação de professores de Música.
Domenech, Mauro [UNESP]. "Música de câmara na formação do músico profissional: aspectos pedagógicos, escolha e adaptação de seu repertório." Universidade Estadual Paulista (UNESP), 2018. http://hdl.handle.net/11449/157182.
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Este trabalho discute a música de câmara na formação do músico profissional, seus aspectos pedagógicos, a escolha e adaptação de seu repertório. Apresenta a prática da música de câmara como parte fundamental na formação do músico (instrumentista/cantor), com suas peculiaridades e características na educação musical, especialmente em relação à interpretação musical, às práticas de conjunto e à preparação para a performance. A metodologia consistiu em um estudo de caso de uma instituição de ensino profissionalizante representativa nacionalmente, situada na cidade de São Paulo, a Escola Municipal de Música de São Paulo – EMMSP, onde o pesquisador é professor de música de câmara. Envolveu coleta de dados de fontes disponíveis online e publicações, com aplicação do método teórico-reflexivo, implicando em revisão de literatura e estudo da estrutura pedagógica relacionada à disciplina música de câmara. O trabalho está organizado em três partes. Na primeira, apresenta-se uma revisão de literatura, discutindo o estado atual da questão no meio acadêmico. Na segunda, parte discute-se a função pedagógica da música de câmara enquanto disciplina na escola de formação profissional e faz-se uma proposta de metodologia para esta disciplina. Na terceira, discute-se a escolha e adaptação do repertório didaticamente orientado à disciplina, a disponibilidade de partituras e aplicabilidade da transcrição na adequação deste repertório em função da realidade cotidiana do professor.
This work discusses chamber music in the development of the professional musician, its pedagogical aspects and the choice and adaptation of its repertoire. The study presents the practice of chamber music as a fundamental part in the musician’s training (instrumentalist/singer) as well as its peculiarities and characteristics in musical education, especially as relative to musical interpretation, group practice and the preparation for performance. The methodology consists of a case study of a representative vocational training institution, located in the city of São Paulo, the Municipal School of Music of São Paulo – EMMSP, where the author of this study is a chamber music teacher. The research involved the collection of data from online sources and printed material, with application of the theoretical-reflexive method involving literature review and study of the pedagogical structure as related to the chamber music class. The work is organized in three parts. The first presents a literature review and a discussion of the state of the art in the academic environment. The second discusses the pedagogical function of chamber music as a discipline in the curriculum of the school and the proposed methodology in the class. The third discusses the choice and adaptation of the repertoire for use in the class, the availability of scores and the applicability of transcription for use in the daily routine of the teacher.
LIU, CHEN-CHUN, and 劉辰君. "The Study of Professional Development for Beginning Music Teachers." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/52810645376795972690.
Повний текст джерела國立屏東大學
教育行政研究所
105
The earlier system of teachers, small countries received the complete curriculum of teacher education. The chin and mathematics main subjects of teaching is quite familiar, but for art, music and other subjects not specialization. Furthermore, the music majors in college, only the main branch pipe music very professional. The actual teaching time to time have to face the non-music subjects for newly appointed music teacher is bound to cause some of the effects. The qualitative research methods are to study in-depth interviews, respondents totaling 5. 5 respondents were newly appointed music teacher, the interview process to explore the impact of beginning for professional development of music teachers. The empirical results show that newly appointed music teacher biggest problem is lack of teaching experience comparison. Professional capacity must be strengthened by teaching others the way to observe experienced teachers in the classroom. In addition, can share with the same beginning teachers to discuss teaching experiences with each other, by multivariate pipeline absorb more teaching mode can strengthen their own their own learning. Senior teachers inject a booster, they can effectively assist beginning music teachers into the teaching and learning environment in order to enhance the effectiveness of teaching. This study provides contribution beginning music teachers for teaching research, from a strange environment. The help of experienced teachers as soon as possible and achieve professional development for teaching students to produce results.
"An Investigation of the Perceptions of Music Teachers Related to Interactions with Peers in Online Professional Development Courses." Doctoral diss., 2015. http://hdl.handle.net/2286/R.I.29613.
Повний текст джерелаDissertation/Thesis
Doctoral Dissertation Music Education 2015
Parsons, Joshua Ryan. "Peer-led professional development in musical creativity through improvisation for music teachers." Thesis, 2017. https://hdl.handle.net/2144/26420.
Повний текст джерелаHuang, Yu-hsuan, and 黃玉萱. "The Research of the Development of Professional Classical Music Publishing in Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/59751185409368541344.
Повний текст джерела南華大學
出版與文化事業管理研究所
98
Taiwan, in essence, is a society organization of cultural hybrid resulted from diversified culture molded under a succession of varied racial rulings. Hence, this accounts for its diversified and melting-pot format characteristics in displaying types either in traditional arts and literatures, cultural thoughts, living customs and even musical arts as well. The focal points for this research rest upon the theme that under the premise of various educational system reforms and the impacts from society music atmosphere changes, the professional classical music publishers managed to evolve in the course of industrial development during past decades. And how they adapted themselves along the trending changes so as to transform its respective structural formats is also important. Thus, it is feasible to retain the stabilized publisher types and formats even the publisher market here in Taiwan is still depressed as of now. This research adopted the quality research approach. First of all, according to demand from the nature and structure for this research subject, it selected senior music teachers and musicians as its first phase primary research subjects. As for information collection, there are systematic collections and objective assessment as well as related information for the already occurred incidents. And through interview, this research managed to understand the actual scenarios. Hence, this research primarily bases on factual information gathering and supplemented with historical structural analysis. Lastly, there were cross-reference analysis and exploration conducted for all collected factual information, literatures and documentations, interview and survey information. And from these, summaries and findings are acquired as result. Since the era of regaining the lost territory from Japanese occupation here in Taiwan, it does not matter whether the profile is music education, classical music development status, publishing environment or society environment, the western classical music does have profound relevance as well as casting impact towards the music publishing business in Taiwan. And this research will summarize the above mentioned four factors to discuss the integral course of development for professional publishers of classical music here in Taiwan.
KAI-SHUAN, WANG, and 王凱璇. "A Survey Research on Music Teacher's Professional Development of Taipei Elementary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/41765355558242788301.
Повний текст джерела臺北市立教育大學
音樂學系教學碩士學位班
98
The main purpose of this study was to investigate the current status of elementary teachers’ further education and the possible modes for the future. Based on the purpose, a survey was made for music teachers in Taipei city on the attitude toward further education, the needs for the courses of that, and the problems encountered during the session of that. According to the result, this study will provide a mode of further education for elementary music teachers and may be applied as reference in the future. This research is based on the exploration of the relevant literature which is also the basis of designs for the tools of the study to establish the theories and the structure of the research. It was carried out by adapting the method of general survey, through which on-the-job teachers of music in 142 grade schools in Taipei were chosen as the primary group. The survey tool, the questionnaire, entitled: “Taipei City's elementary school music teacher professional development survey” there were 395 copies sent out, 299 returned. The return rate was 75.6%, and the total of valid questionnaire was 296. The rate of valid questionnaire was 98.9%. Effective sampling data is based on the analysis of the following methods: number of distribution, percentage, average, standard deviation, T-test, and one way ANOVA and so on.According to the result of this study, the conclusions can be drawn as following: 1. The attitude of the elementary teachers in arts and humanities domain in Taipei city towards further education: The top five are:(1)to learn to apply (2)to make up for the lack of the past (3)to fulfill the idea of lifelong learning and to improve educational quality (4)to match up to the contemporary educational ethos(5)in order to understand due to the current teaching methods students. 2. Taipei City's elementary school music teachers and education status of the current mode of learning demand : (1) the status of the investigation part of the study: A. Taipei City's public elementary school music teacher in the past to participate in training activities, forming different reasons, to "voluntary" the highest proportion. B. Taipei City's public elementary school music teacher in the past to participate in training activities, the most common shape of reasons, "voluntary participation" have the highest proportion. C. The past two years, Taipei City's elementary school music teacher training activities undertaken by different sort, to participate in the "short-term training school" have the highest proportion. D. Taipei City's elementary school music teachers, the most popular sort of different learning activities, including the "short-term training in schools," the highest proportion.E. Taipei City's elementary school music teacher's time now to study different sort, its ranking as follows: Wednesday afternoon, winter and summer, as long as there spare times can, on Saturdays and Sundays, weekday evening. (2) needs some training mode: A. Taipei City's public elementary school music teacher in the future to study patterns of activity, the sort order is: engage in learning activities to a specific location, use the Internet to non-synchronous learning, synchronous learning using network the use of digital TV teaching education, the use of radio studies. B. Taipei City's public elementary school music teacher, on the domestic education of teachers should be set up different views on implementing agencies, which in the order of: Teacher in-service training units, special schools, teacher education, counseling stations nationwide teacher training, teacher training distance school. 3.Taipei City's public elementary school music teacher education content on demand, top five ranking are: A. To enhance student's appreciation of teaching skills. B.Teaching method of using different teaching skills. C. Combination of art and technology, media, teaching skills. D. To enhance student use of information technology and ways to collect, classify art of teaching information skills. E. For the "Arts and Humanities" course design. 4. Taipei City's public elementary music teacher in public education on the current difficulties faced by order: A. In the family can not be a balance between care and education. B. The usual heavy workload. C. Training locations too far, to increase the traffic to and from the time of teachers. D. Learning site inaccessible. E. Physically can not load. Finally, this research is based on the conclusions, educational administrators, the arts are related to the Educational Center, elementary school music teacher, teacher training institutions and the four follow-up research, make recommendations.
Lee, Yi-Hui, and 李伊慧. "Discovering the professional development for group music class teacher: A narrative case study." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/ghatrd.
Повний текст джерелаLandley, Lisa Aldin. "Arts Integration Professional Development: the Higher Order Thinking (HOT) Schools approach." Thesis, 2017. https://hdl.handle.net/2144/20878.
Повний текст джерелаMishkit, Bruce David. "Investigating the process of learning jazz pedagogy and improvisation through an eight-week professional development workshop." Thesis, 2019. https://hdl.handle.net/2144/35744.
Повний текст джерелаMcGee, Isaiah Rodriques Thomas André J. "The origin and historical development of prominent professional black choirs in the United States." Diss., 2007. http://etd.lib.fsu.edu/theses/available/etd-11132007-010920/.
Повний текст джерелаAdvisor: André J. Thomas, Florida State University, College of Music. Title and description from dissertation home page (viewed 3-26-2008). Document formatted into pages; contains 200 pages. Includes biographical sketch. Includes bibliographical references.
LIAO, YING-TING, and 廖盈婷. "A Study of Piano Teachers’ Beliefs, Professional Development and Teaching Practice in University Music Departments." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/f8x99c.
Повний текст джерела國立屏東大學
音樂學系碩士班
107
This study tries to describe the work of piano teachers who teach in university music departments. The focus is on three elements: the teachers beliefs, their professional development, and teaching practice, and would explore the co-relation among them. It is conducted in multiple-case research method, with semi-structured interviews on six piano teachers who teach in individual classes in university music departments. The findings are: 1. The belief, attitude and teaching method of a piano teacher is greatly influenced by his own learning experience. Through the experience accumulation of his teaching, he then examines, retrospects, and modifies the belief he establishes, and eventually he would develop his own teaching theory. 2. In term of belief, a teachers function is in two aspects, one is as an inspirer and instructor, the other, a listener and advisor; in practise, other than sharing his own experience and viewpoint, a teacher demonstrates, inquires, encourages the pupil to listen to music or attend recitals. 3. A piano teachers beliefs realizes in how he arranged his course planning and teaching, which is also in two dimensions, one is on his planning of the course content, and the other is applying his teaching tactic; in practice he would focus on building pupils fundamental techniques and the comprehension of the music piece. He would also enquire, guide, assay through his teaching process. 4. On dealing with individual difference among students, the belief of a piano teacher enables him to encounter the reality in two directions, one is understanding his pupils before the class begins, and the other being teaching students in accordance with their individual aptitude, in practice he would interview them face to face so as to decide on adequate pieces for each pupil. 5. The belief of a piano teacher is definitely crucial in how he establishes the relationship with students which would be in two ways, one being to build a mutual understanding, and the other, mutual trust; in practice that means friendly and cozy conversations between teacher and pupil in class, caring about students daily life, offer them timely encouragement but maintain the monitoring, and correct them with an earnest heart. 6. On working on his professional development, a piano teacher usually works with other musicians. He also gives recitals, listens to concerts often. And he reads extensively. 7. A piano teacher works on his professional development, because he wants to uphold his art, skill and professionalism, and wishes himself to be a better being; he also expects himself to be a better teacher who could offer more help to the students. 8. Eventually the three elements, namely the teachers beliefs, his professional development and his teaching practice, would interwind in one direction, corelated with each other closely. Based on the study, the researcher suggests the following for future studies: (1) we could explore on relative subjects; (2) the study subects could be on different phases of piano teachers career development, or on instrument teachers; (3) among variable methods such as descriptive study, case study, group interview, classroom observation or questionaire, use the one that would thoroughly portrait the main theme; (4) use questionaire, scale, or document reference would help to increase the studys validity; (5) it would be interesting and challenging if further related area could be appoached through the skeleton of the study outline; (6) it would be wise to probe into study result from all possible dimensions or aspects.
Chien, Hsiao-ying, and 簡曉瑩. "The Role Perception and Professional Development Needs of Directors of Music Ensembles at Elementary Schools In Kaohsiung." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/33444902523113220611.
Повний текст джерела國立臺南大學
音樂教育學系碩士班
92
The purpose of this study is to investigate “the role perception and professional development needs of directors of chorals and music ensembles at elementary schools in Kaohsiung”. The researcher collected related literature and deliberated the latest developmental environment to construct the aspects and contents of role perception and professional development needs for music ensembles directors. Based on the aspects and contents, the researcher also developed a questionnaire to realize and compare the difference among these directors in Kaohsiung City and Kaohsiung County with different background-factors. The qualitative data were collected separately through the constructed-interviews.110 directors were proportional stratified sampling, and the ratio of the return questionnaires was 85 percent by using the statistics software “SPSS 10.0”.. These collected data were calculated by the following method:(i) average (ii) percentage (iii) Pearson product-moment correlation (iv) One-Way ANOVA, from the combinations of sampling survey, formal interviews and literatures ,formed the following conclusions:. 1. The aspects of the role of music directors at primary schools can be divided into six parts, which are:(i) organizer and trainer(ii)director of competition (iii)conductor(iv) manager and communicator(v) administer and consultant(vi) personal characteristic, separately. 2. The correlation coefficient between ideal and actual role of the music directors at Kaohsiung area’s primary school is positive. 3. Over ninety percent of the music directors at Kaohsiung, the ideal and actual role perception are inconsistency, which means the percentage of coincidence, is apparently low. 4. Among the aspects of ideal role, the coincident degree reaches the highest in “manager and communicator” and “administer and consultant”. However the degree in “music competition’ is the lowest. 5. The aspects of the needs of professional development can be divided into “professional competency to lead ensembles” and “professional growth and research enhancement to lead ensembles”. 6. Among the aspects of the professional development, the needs reach the highest in “know more materials of ensemble practice”, “the way of administration management for ensembles”, “communication with other experts”, “share experience with other music directors”. 7. Not only agree with the importance of professional development, the music directors also think the more practical way of which is to learn from the experience of leading ensembles. 8. The difference of music directors’ ideal role perception depends on the variables of parents supporting organizations, sex, and academic background; and actual role perception depends on the variables of school area, types of ensemble or chorals, parents supporting organizations, and academic background; and the professional development needs for the music directors at Kaohsiung area’s primary school are different for the parents supporting organization and academic background. 9. The ideal/real role perception and the professional development vary obviously from the factors “parents supporting organizations” and “academic background” among the music directors. The difference among the aspects of role perception is largest for the music directors whose seniority under eight years; besides, the degree of needs for them is also highest in the professional development. Besides, relative suggestions on relevant education unions, schools, and music directors have also been raised, based on the conclusion of the study.
Sung, Wang-Ju, and 宋汪儒. "A Study on the Status and Needs of Primary School Music Teachers’ Professional Development in Taichung City." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/85533822260822769588.
Повний текст джерела中臺科技大學
文教事業經營研究所
103
The purpose of this study was to research the status and needs of primary school music teachers’ professional development in Taichung City. A questionnaire survey was administered in this study. 217 copies of questionnaire were distributed to music teachers through the stratified sampling in 119 primary schools. All data was analyzed by statistical methods such as Descriptive Statistics, t-test, one-way ANOVA, and Pearson product-moment correlation. The findings were concluded as follows according to the research results: 1. The circumstances of professional growth of music teachers appeared between occasional participation and often participation. 2. There were significant differences in professional development status of music teachers according to four background variables such as current positions. 3. The needs for professional growth appeared between general demands and high demands. 4. There were significant differences in professional development needs of music teachers according to three background variables such as years of working experience. 5. There was a remarkably positive correlation between teachers’ professional development status and teachers’ professional development needs. Finally, based on the above findings, some concrete suggestions and recommendations were offered to educational administrative organization, primary schools, primary school music teachers and future researchers.
Hsu, Chih-Wei, and 許芷葳. "Design and Implementation Effects of the Professional Development Program of Information Technology Integrated into Instruction for Music Teachers." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/gwhyz7.
Повний текст джерела國立臺南大學
音樂學系碩士班
102
This study aims at discussing the design and implementation effects of the professional development program focusing on information technology integrated into instruction for music teachers. Quasi experimental research and document analysis are adopted to explore the implementation of the professional development program which integrates the information technology into instruction for music teachers as well as to find out the learning conditions of the subjects participating in this study. Moreover, the teaching plans integrating information technology into instruction designed by the subjects of the study are examined so as to explore the use of IT-related materials and the approaches of integrating information technology into instruction. Finally, an analysis is made on the teaching plans of the subjects; and the results obtained from the analysis serve as the basis for further discussing the information literacy of the subjects who integrate information technology into music education. According to the results and discussions of this study, the conclusions are as follows: 1. The professional development programs for music teachers should be designed from the perspective of users and combine with discussions or examples demonstrating substantial teaching applications. Such design will be beneficial to promoting teachers’ willingness for on-site applications. 2. Cultivators’ effective demonstrations and guidance can promote and facilitate effective applications of software in classrooms at elementary schools and high schools. 3. Teachers mostly adopt a comprehensive teaching model while designing a program which integrates information technology into music instruction. They do not purely focus on music activities but integrate various music elements to achieve effective teaching in a classroom. 4. The courses relating to music creation designed by music teachers present the greatest diversity of information literacy. Teachers introduce complete and concrete instruction in music creation from a variety of appreciation perspectives. 5. Internet resources and self-prepared materials are interchangeably applied as teaching materials in a classroom when teachers integrate information technology into music instruction. Among self-prepared materials, presentation software is most commonly used. There is still some room for further improvement regarding the application of music-related software.
Chen, Yu-Chia, and 陳育嘉. "An Interview Study on Novice Music Teachers’ Professional Development in Obtaining Full-time Positions in Taiwan’s Elementary Schools." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/u2b533.
Повний текст джерела國立清華大學
音樂學系所
106
This study explored the professional development of some novice music teachers in elementary schools in Taiwan during their pre-service trainings, teacher certification process, and job hunting. It attempted to illuminate how these well trained teachers have managed to overcome each and every challenge on their way to a full-time position in an elementary school, offering a clearer and deeper understanding in the connections among these teachers’ backgrounds, efforts, and outcomes, while revealing these teachers’ current situations and future plans on their teaching jobs. Adopting a qualitative research method, the present study interviewed five music teachers who has officially obtained their full-time positions in Taiwan’s elementary schools. These interviewees gave their responses to the questions composed and edited by the researcher in her interview guideline called “The Pre-service Training and Job Application Process of Music Teachers in Elementary Schools” as research instrument. Data collected from observations and interviews were further analyzed. The research results made the following conclusions. First of all, prospective teachers are advised to have a better management and take a greater variety of courses in their pre-service training programs in order to increase their ability to obtain a teacher certificate. Also, experiences as substitute teachers are helpful to their job hunting. Besides, potential teachers should find their own ways in studying for the written test of their job search, while seeking professional assistance and advice in simulating the job interviews and teaching demos. In addition, teacher prospects would increase their chance of full-time employment if they choose to apply for the positions of their own major subjects or fields. Finally, determination, perseverance and family support are also key to a successful job application. In terms of suggestions and implications, the study advised that, for teacher education providers, education credit program courses should not clash with teacher trainees’ professional domain courses in time slots. More required fundamental courses about education should be offered, while professional courses related to music be expanded, such as music therapy, music classes for the elderly, music and technology, etc., in order to increase the diversity and opportunities of teacher trainees’ learning and job hunting. For education-related government administrations, it is suggested that a nationwide, one-shot exam for hiring new music teachers is preferable, and that both the written test and the interview and/or the teaching demo should also focus mainly on music.
XIAO, SONG-ZHU, and 蕭頌主. "A Study on the Music Learning Process and Professional Development of the Arts Talents in Taiwan Military System." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/buqt99.
Повний текст джерела國立屏東大學
音樂學系碩士班
107
This is an observation on Taiwan Military’s music and art talent officers, namely their learning process and professional development and its correlation between. The officers have been trained in the undergraduate arts department in Taiwan's military academies and are expected to serve in the military after they complete the training. Employing the case study method of qualitative research, six cases are recorded through semi-structured interview surveys, in which all interviewees are graduated from Taiwan’s military academies and now serve in music and arts sectors of Taiwan national defense force. The results are: 1. The interviewees, in their undergraduate years, usually participate in music groups and communities on campus, and in orchestras or bands outside the campus. 2. The interviewees, after starting their career life and professional practice, mostly continue further professional studies to construct the value and indispensability of their posts, because they begin to sense the insufficiency of their specialty or that their professional capability does not completely suit the requirement of their jobs. 3. The future professional development planning of the interviewees includes: pursuing Ph.D. or master’s degree, excelling in a second foreign language, producing music and art creations regularly, interacting with professional groups, accumulating personal social networks, enhancing in the ability of program design and activity planning. 4. The motive of which the interviewees enrolled and studied in the arts department of military academies mainly combines financial consideration, vocational planning, and the counseling of their parents; they foresaw the future as experiencing a particular professional life in their professional development, realizing the importance of grasping the challenge and opportunity, and later, applying similar mentality and attitude formed from the learning spirit of undergraduate study in military schools to their assigned positions while enjoying their new posts. 5. The interviewees all enjoyed a diligent learning attitude in their undergraduate training; they vigorously faced the challenges in their studies, and later, in their professional development, exercised the belief and strategy learned from their study in military schools. 6. Throughout their undergraduate learning process, all the basic capabilities the interviewees acquired in their undergraduate training now become a useful knowledge base and foundation of their professional development. Their professional ability in undergraduate days now help to progress their professional development, while their university teachers’ encouragement leaves profound effects. The interviewees also exercise the management method of military academy training in their present posts and functions.
"Sustainable Change in a Teaching Career: A Self-Study of an Evolving Music Educator’s Journey." Doctoral diss., 2020. http://hdl.handle.net/2286/R.I.63026.
Повний текст джерелаDissertation/Thesis
Doctoral Dissertation Music Education 2020
"Theoretical Underpinnings of Music Therapists’ Decisions to (Not) Pursue Doctoral Study: A Framework for a Professional Development Seminar to Promote the Pursuit of Doctoral MT Education." Master's thesis, 2020. http://hdl.handle.net/2286/R.I.57350.
Повний текст джерелаDissertation/Thesis
Masters Thesis Music Therapy 2020
Robbins, Catherine Elizabeth. "Revealing Our Commonessence: A Collaborative Self-study Involving Choral Music Educators." Thesis, 2012. http://hdl.handle.net/1807/32320.
Повний текст джерела