The Importance of Context, Reflection, Interaction, and Consequence in Rural Music Education Practice
Notice bibliographique
Résumé
In this paper, I argue that aesthetic music education philosophy, which undergirds many current music teacher education programs, textbooks, practices, and networks, fosters assumptions that are not applicable to rural settings. I outline and critique the main principles of this philosophy and demonstrate the ways in which music teachers' habits and assumptions, informed by aesthetic music education philosophy, might change due to doubts and reflection incurred by experiencing the structural and dynamic realities unique to rural music education practice. My viewpoint is derived from my personal experiences, conversations, and observations as a music educator in rural British Columbia over a sixteen-year period. I explore the themes common to Aristotle's conception of praxis, pragmatist philosophy, and praxial music education philosophy that might better inform British Columbian rural music teachers' practice and inquiry, and teacher education programs. I specify the ways in which rural music educators, by adopting a praxialist orientation, might consciously interact, deliberate, and make imposed structural and attitudinal boundaries more porous and less potent (Doll, 2006), thereby setting the stage for the ongoing transformation of their educational practice to better suit their rural context. Finally, I suggest that music teacher education curricula adopt a praxial music education orientation that will assist music teacher candidates to comprehend the notion of enabling constraints, the importance of developing relationships and networks, and the vital role of community in rural education.British Columbian one-year teacher education programs attempt to transform university music students who, for the most part, conceive themselves primarily as accomplished musicians, into capable secondary music educators, able to inspire and share their musical knowledge with secondary students. Some universities also offer music education courses as part of an undergraduate music degree, assisting students to determine early in their program if teaching music at the secondary level is truly their vocation.All British Columbian universities with teacher education programs are located in communities of over 70,000 people; most are in the Greater Vancouver Area (population 2.5 million). Teacher education programs usually place secondary music education teacher candidates in urban1 settings-in this paper, I use the terms urban and rural strictly in a geographical sense-for their practica so that supervisors connected to the university can assist and oversee student progress. Thus, music education teacher candidates are exposed to both an urban undergraduate and an urban teacher education experience. However, the job reality is such that, if a teacher education candidate specializing in secondary music wishes to obtain a full-time continuing contract upon graduation, that candidate might need to move outside the urban environment to secure a position. Over half of British Columbia's 4.5 million people live in the Vancouver area; another million live in smaller cities, dotted throughout the province, with populations between 70,000-250,000 people. The final million reside in communities that are often geographically distant from other centres and generally have fewer than 35,000 people2. Some of the posted continuing contract positions are located in these distant, smaller communities. Teacher candidates must decide whether to move to a small community with fewer resources, activities, and people to gain full employment and financial security, or pursue teacher-on-call possibilities in the urban environment, hoping that their diverse, but financially uncertain, experiences in several schools will eventually lead to more permanent employment.Regardless of where they choose to pursue their career, it is possible for new teachers to gain insights into teaching and learning through their teaching experiences and ongoing self-reflective3 practices, thereby becoming perceptive, caring, and effective teachers over time. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,002 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».