TY - JOUR
T1 - Becoming music teacher educators
T2 - Learning from and with each other in a professional development community
AU - Pellegrino, Kristen
AU - Sweet, Bridget
AU - Derges Kastner, Julie
AU - Russell, Heather A.
AU - Reese, Jill
N1 - Publisher Copyright:
© 2014 The Author(s).
PY - 2014/11/12
Y1 - 2014/11/12
N2 - During this heuristic phenomenological inquiry, we examined our lived experiences as five women (three doctoral students, two early career faculty) in the process of becoming music teacher educators participating in a year-long, online, group-facilitated professional development community (PDC). Data included recorded meetings via Skype, journal entries via a private Facebook blog, and written introductory and final reflection statements. The three core themes that emerged from the data were as follows: (a) self-doubt and fear of failure as researchers; (b) struggle to establish balance; and (c) the PDC as a safe place. The essence of our lived experience in the group was developing our identities as music teacher educators through interactions in our PDC, which was a safe place for us to discuss our thoughts, concerns, and insecurities. We offer suggestions for PDCs, including future research and participation, as well as international sharing, collaboration, and community.
AB - During this heuristic phenomenological inquiry, we examined our lived experiences as five women (three doctoral students, two early career faculty) in the process of becoming music teacher educators participating in a year-long, online, group-facilitated professional development community (PDC). Data included recorded meetings via Skype, journal entries via a private Facebook blog, and written introductory and final reflection statements. The three core themes that emerged from the data were as follows: (a) self-doubt and fear of failure as researchers; (b) struggle to establish balance; and (c) the PDC as a safe place. The essence of our lived experience in the group was developing our identities as music teacher educators through interactions in our PDC, which was a safe place for us to discuss our thoughts, concerns, and insecurities. We offer suggestions for PDCs, including future research and participation, as well as international sharing, collaboration, and community.
KW - Early career faculty
KW - Graduate students
KW - Identity
KW - Music teacher educators
KW - Peer mentoring
KW - Professional development communities
KW - Socialization
KW - Technology
UR - http://www.scopus.com/inward/record.url?scp=84908871970&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84908871970&partnerID=8YFLogxK
U2 - 10.1177/0255761413515819
DO - 10.1177/0255761413515819
M3 - Article
AN - SCOPUS:84908871970
SN - 0255-7614
VL - 32
SP - 462
EP - 477
JO - International Journal of Music Education
JF - International Journal of Music Education
IS - 4
ER -