Chelsea’s journey of becoming a teacher: A narrative of then and now

In this study I explored, with Chelsea, her journey of becoming a music teacher. At the time of the study, Chelsea had completed her second year of teaching. Together, we revisited the artifacts of her undergraduate coursework and practicum experiences (journals, online forum posts, videotapes of he...

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Bibliographic Details
Published inResearch studies in music education Vol. 35; no. 1; pp. 39 - 50
Main Author Blair, Deborah V.
Format Journal Article
LanguageEnglish
Published London, England SAGE Publications 01.06.2013
Subjects
Computer Mediated Communication
Ethnography
Journal Writing
Music Education
Music Teachers
Practicums
Qualitative Research
Reflection
Teacher Attitudes
Teacher Education
Undergraduate Study
Video Technology
ethnographic hindsight
reflection
music teacher education
narrative
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Summary:In this study I explored, with Chelsea, her journey of becoming a music teacher. At the time of the study, Chelsea had completed her second year of teaching. Together, we revisited the artifacts of her undergraduate coursework and practicum experiences (journals, online forum posts, videotapes of her own teaching, written reflections of her teaching). We engaged in a narrative exploration of her journey of becoming a teacher as Chelsea provided written and verbal narratives of “then and now”— a process of ethnographic hindsight in which Chelsea was able to provide both emic and etic lenses of the experiences revisited via the data. A thread of connection and detachment is pervasive throughout the data and the interpretation of themes as Chelsea’s path toward becoming a teacher is positioned in the juxtaposition of these stances.
ISSN:1321-103X
1834-5530
DOI:10.1177/1321103X13478865