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Early career challenges in secondary school music teaching

机译：中学音乐教学中的早期职业挑战

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The article reports an Economic and Social Research Council‐funded study of the early career experiences of secondary school music teachers in England, set within a wider national picture of decreasing age‐related pupil engagement with school music, career perceptions of music teaching, variable patterns of teacher recruitment and possible mismatches between the musical biographies of young people and intending music teachers. Qualitative and quantitative data were collected from a short‐term longitudinal survey (first questionnaire: n = 74, second questionnaire: n = 29), supplemented by case studies (n = 6) and open‐ended, written questions (n = 20). Analyses suggest that only a half of the newly qualified participants chose to teach full‐time in a mainstream, state‐funded school music classroom. Of these, the majority were faced with a range of early career challenges stemming from curricular, extra‐curricular and non‐curricular school expectations. These included the need to balance their existing musical performer identity with that of being a new teacher.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/01411921003596903
机译：这篇文章报道了经济及社会研究委员会资助的英格兰中学音乐教师的早期职业经历研究，该研究在更广泛的国家范围内降低了年龄，这与学生对学校音乐的参与，音乐教学的职业观念，教师招聘的各种模式以及年轻人和有意从事音乐的老师的音乐传记之间可能的不匹配。定性和定量数据来自短期纵向调查（第一份问卷：n = 74，第二份问卷：n = 29），并辅以案例研究（n = 6）和开放式，书面问题（n = 20）。分析表明，只有一半的新入学学员选择在国家资助的主流学校音乐教室里全职授课。其中，大多数人面临着来自课程，课外和非课程学校期望的一系列早期职业挑战。其中包括需要平衡他们现有的音乐表演者身份和成为新教师的身份。查看全文下载全文相关变量add add_id linkedin，facebook，stumbleupon，digg，google，更多“，发布ID：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/01411921003596903

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