Publication Date
2018-08-01
Availability
Open access
Embargo Period
2018-08-01
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PHD)
Department
Music Education and Music Therapy (Music)
Date of Defense
2018-05-08
First Committee Member
Carlos R. Abril
Second Committee Member
Don D. Coffman
Third Committee Member
Stephen F. Zdzinski
Fourth Committee Member
Corin T. Overland
Fifth Committee Member
Dina Birman
Abstract
The purpose of this study was to examine the process of music teacher change resulting from a long-term professional development program in popular music. Specifically, it sought to examine change in a general music teacher’s beliefs and practices over a three-year period. This study utilized a case study methodology informed by a pilot study with the same music teacher. Data were collected over four months in the form of observations, interviews, field notes, and artifacts. Analysis revealed five emergent themes: opportunity, ownership, teamwork, discipline, and bravery. The findings of this study provide support to extant research suggesting that meaningful and impactful professional development is (a) chosen by the teacher, (b) occurs over a sustained period of time, and (c) requires reflection by the teacher regarding his/her curricular beliefs and practices. This study offers a theory of teacher change through professional development and provides suggestions for educational settings.
Keywords
teacher change; professional development; popular music; habitus; reflexivity; constructivism
Recommended Citation
Hewitt, Donna, "The Impact of a Professional Development Program in Popular Music on a Music Teacher's Beliefs and Practices" (2018). Open Access Dissertations. 2180.
https://scholarlyrepository.miami.edu/oa_dissertations/2180