Perceptions of Experienced Music Teachers Regarding New and Experienced Teacher Professional Development

Bibliographic Data

ID21308488
AuthorsColleen Conway (0000-0002-7316-8918, University of Michigan, corresponding author), Colleen M Conway (University of Michigan Ann Arbor, MI)
Year2022
Issue232
Pages45-63
Publication date2022-04-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueBulletin of the Council for Research in Music Education (JOURNAL)
Journal identifiersISSN: 0010-9894 • E-ISSN: 2162-7223
PublisherUniversity of Illinois Press (PUBLISHER • US)
DOI10.5406/21627223.232.03
OpenAlexW4284683240
LanguageEN
Citations received2
References cited23

This study examined the perceptions of nine music teachers regarding teacher professional development (PD) for new and experienced teachers over the past 20 years. Data included reflections on past research studies that participants were a part of 20 and 10 years ago, respectively, as part of two individual interviews and a focus group interview conducted between fall 2019 and winter 2020. Findings are presented in the following categories: (a) new teacher PD support, (b) forms of PD, and (c) emerging topics within PD (including diversity, equity, and inclusion; technology; trauma-information pedagogies; and social and emotional learning). These findings are discussed in relation to past research in these areas

Diversity (politics) · Faculty Development · Focus group · Inclusion (mineral) · Music education · Pedagogy · Perception · Professional development · Sociology · Teacher education · Diverse Music Education Insights · Music Education and Analysis · Psychology · Social Psychology · Teacher Education and Leadership Studies

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