Music Teachers’ Perspectives on Live and Video-Mediated Peer Observation as Forms of Professional Development
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comunitat-uji-handle2:10234/8017
comunitat-uji-handle3:10234/8616
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INVESTIGACIONMetadatos
Título
Music Teachers’ Perspectives on Live and Video-Mediated Peer Observation as Forms of Professional DevelopmentFecha de publicación
2018-12Editor
SageCita bibliográfica
BAUTISTA, Alfredo; WONG, Joanne; CABEDO-MAS, Alberto. Music Teachers’ Perspectives on Live and Video-Mediated Peer Observation as Forms of Professional Development. Journal of Music Teacher Education, 2018, 1057083718819504.Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://journals.sagepub.com/doi/abs/10.1177/1057083718819504Versión
info:eu-repo/semantics/draftPalabras clave / Materias
Resumen
The purpose of this interview study, conducted with 12 primary music teachers in Singapore,
was to determine whether peer observation is viewed as a learning approach that may contribute
to professional growth. We ... [+]
The purpose of this interview study, conducted with 12 primary music teachers in Singapore,
was to determine whether peer observation is viewed as a learning approach that may contribute
to professional growth. We found that both specialist and generalist music teachers highly
valued peer observation and were optimistic about the use of video-mediated peer observation.
Peer observation, as a form of professional development (PD), appears to enhance understanding
and application of teaching strategies, allows teachers to anticipate students’ reactions during
lessons, and builds their confidence as instructors. Video-mediated peer observation, which is
both convenient and easily accessible, provides contextualized examples of effective classroom
practices. We conclude that peer observation activities are most meaningful and transformative
when they are responsive, that is, designed with music teachers’ voices and PD needs in mind. [-]
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