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- Author: Helena Raymond Lauer
- Publisher: Tellwell Talent
- ISBN-10: 0228844134
- ISBN-13: 9780228844136
- Format: 21.6 x 27.9 x 1.5 cm, softcover
- Language: English
- SAVE -10% with code: EXTRA
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Description
This thesis concerns music educators' pathways from early-life musical-training contexts, through a Graduate Diploma course at a College of Advanced Education, and into practice as music educators; these three key periods also shaped the data analysis.
The methodology employed was life-story research, and methods of data collection comprised interviews of nineteen informants and document study. The conceptual framework combined the notion of contextualising music education pathways as social-learning experiences with Bourdieuian perspective on practices to explore the fields traversed.
From analysis of the accounts of the informant's life stories it was found that multiple social-learning experiences across musician and teaching settings provided the practices from which they could reify and construct their professional identity as classroom teachers or instrumental music teachers.
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- Author: Helena Raymond Lauer
- Publisher: Tellwell Talent
- ISBN-10: 0228844134
- ISBN-13: 9780228844136
- Format: 21.6 x 27.9 x 1.5 cm, softcover
- Language: English English
This thesis concerns music educators' pathways from early-life musical-training contexts, through a Graduate Diploma course at a College of Advanced Education, and into practice as music educators; these three key periods also shaped the data analysis.
The methodology employed was life-story research, and methods of data collection comprised interviews of nineteen informants and document study. The conceptual framework combined the notion of contextualising music education pathways as social-learning experiences with Bourdieuian perspective on practices to explore the fields traversed.
From analysis of the accounts of the informant's life stories it was found that multiple social-learning experiences across musician and teaching settings provided the practices from which they could reify and construct their professional identity as classroom teachers or instrumental music teachers.
Reviews