Ballantyne, Julie (2007) Documenting praxis shock in early-career Australian music teachers: the impact of pre-service teacher education. International Journal of Music Education: Practice, 25 (3). pp. 181-191.
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[Abstract]: Early-career music teachers are well placed to comment on the effectiveness of pre-service teacher education. Their perceptions are particularly relevant in determining why music teachers are ‘burning out’ at an early stage of their career. This paper explores 15 early-career Australian music teachers’ perceptions of their job, and their perceived preparedness for the workforce. Their stories suggest that although they feel a ‘passion’ towards teaching music, they see their early experiences in secondary schools as a time where they will either ‘sink or swim’, and where they see themselves as a ‘one-man-band’. Analysis suggests that praxis shock in early-career music teachers is directly related to the unique experiences of being a music teacher. The paper concludes with recommendations for pre-service courses to address issues of praxis shock in early-career music teachers.
|Item Type:||Article (Commonwealth Reporting Category C)|
|Additional Information:||Author's final manuscript deposited in accordance with the copyright policy of the publisher.|
|Uncontrolled Keywords:||early-career music teachers, praxis shock, pre-service preparation, professional isolation, teacher education|
|Subjects:||330000 Education > 339900 Other Education
410000 The Arts > 410100 Performing Arts > 410101 Music
|Depositing User:||Dr Julie Ballantyne|
|Date Deposited:||11 Oct 2007 00:55|
|Last Modified:||02 Jul 2013 22:41|
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