1,282
Views
6
CrossRef citations to date
0
Altmetric
Original Articles

Music teacher professional agency as challenge to music education policy

ORCID Icon, ORCID Icon & ORCID Icon

References

  • Aston, B. (2012). What is structure and agency? How does this framework help us in political analysis? Approaches to Political Analysis. Retrieved September 1, 2019, from http://www.benaston.com.
  • Baker, G. (2016). Editorial introduction: El Sistema in critical perspective. Action for Change in Music Education, 15(1), 9–32. http://act.maydaygroup.org/articles/Baker151.pdf
  • Biesta, G., & Tedder, M. (2007). Agency and learning in the lifecourse: Towards an ecological perspective. Studies in the Education of Adults, 39(2), 132–149.
  • Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624–640.
  • Bowman, W. (2009). Music & Music Education Advocacy from Critical Perspective. , Presentation at IMC World Forum on Music, Tunis, Tunisia (October 20, 2009) http://www.gregsandow.com/BookBlog/Wayne_Bowman_Tunis.pdf
  • Boylan, M., Coldwell, M., Maxwell, B., & Jordan, J. (2018). Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice. Professional Development in Education, 44(1), 120–139.
  • Bridwell-Mitchell, E. N. (2015). Theorizing teacher agency and reform: How institutionalized instructional practices change and persist. Sociology of Education, 88(2), 140–159. doi:10.1177/0038040715575559
  • Bull, A. (2019). Class, control & classical music. Oxford University Press.
  • Burke, P. J., & Kirton, A. (2006). The insider perspective: Teachers-as-researchers. Reflecting Education, 2(1), 1–4.
  • Carlgren, I. (1999). Professionalism and teachers as designers. Journal of Curriculum Studies, 31(1), 43–56.
  • Cee, V. (2013). The end(s) of advocacy: responding to our own mandates Instead of creating New Leadership. Action, Criticism & Theory for Music Education, 12(1), 64–81.
  • Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967. doi:10.1016/S0742-051X(02)00053-7
  • Desimone, L. (2009). Improving impact studies of teachers’ professional development: toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. doi:10.3102/0013189X08331140
  • Errs, M. (2018). Complete freedom to choose within limits’ – teachers’ views of curricular autonomy, agency and control in Estonia, Finland and Germany. The Curriculum Journal, 29(2), 238–256. doi:10.1080/09585176.2018.1445514
  • Evans, L. (2014). Leadership for professional development and learning: enhancing our understanding of how teachers develop. Cambridge Journal of Education, 44(2), 179–198. doi:10.1080/0305764X.2013.860083
  • Giddens, A. (1984). The constitution of society. Polity Press.
  • Guisheng, C. (2013). Discussion on the concept of common education. East China Normal University Press.
  • Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381–391. doi:10.1080/135406002100000512
  • Hall, D., & McGinity, R. (2015). Conceptualizing teacher professional identity in neoliberal times: Resistance, compliance and reform. Education Policy Analysis Archives, 23, 88. doi:10.14507/epaa.v23.2092
  • Hargreaves, A., & Dawe, R. (1990). Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching. Teaching and Teacher Education, 6(3), 227–241. doi:10.1016/0742-051X(90)90015-W
  • Hayward, C. R. (2000). De-facing power. Cambridge University Press.
  • Horsley, S. (2017). Curriculum as policy-state-level music curriculum creation and reform. In P. Schmidt & R. Colwell (Eds.), Policy and the political life of music education (pp. 155–174). Oxford University Press.
  • Imants, J., & Van der Wal, M. (2020). A model of teacher agency in professional development and school reform. Journal of Curriculum Studies, 52(1), 1–14. doi:10.1080/00220272.2019.1604809
  • Lortie, D. (1975). Schoolteacher: a sociological study. University of Chicago Press.
  • Moore, A. (2012). Teaching and learning: Pedagogy, curriculum and culture (2nd ed.). Routledge.
  • Naraian, S., & Schlessinger, S. (2018). Becoming an inclusive educator: Agentive maneuverings in collaboratively taught classrooms. Teaching and Teacher Education, 71, 179–189. doi:10.1016/j.tate.2017.12.012
  • Narita, F. M. (2017). Informal learning in action: the domains of music teaching and their pedagogic modes. Music Education Research, 19(1), 29–41. doi:10.1080/14613808.2015.1095866
  • Ofsted. (2013). Music in schools: What hubs must do. Crown Copyright.
  • Opfer, V. D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376–407. doi:10.3102/0034654311413609
  • Philpott, C., & Spruce, G. (in press). Structure and agency in music education. In R. Wright (Ed.), The Oxford handbook of sociology in music education. Oxford University Press.
  • Priestley, M., Biesta, G., & Robinson, S. (2015). Teacher agency: An ecological approach. Bloomsbury.
  • Priestley, M., Biesta, G., & Robinson, S. (2013). Teachers as agents of change: Teacher agency and emerging models of curriculum. In M. Priestly & G. Biesta (Eds.). Reinventing the curriculum: New trends in curriculum policy and practice (pp. 187–206). Bloomsbury Academic.
  • Schmidt, P. (2017). Why policy matters. In P. Schmidt & R. Colwell (Eds.), Policy and the political life of music education (pp. 11–36). Oxford University Press.
  • Schmidt, P., & Morrow, S. L. (2016). Hoarse with no name: chronic voice problems, policy and music teacher marginalisation. Music Education Research, 18(1), 109–126. doi:10.1080/14613808.2015.1014329
  • Swales, J. (1990). The concept of discourse community. Genre analysis: English in academic and research settings. Cambridge University Press.
  • Vangrieken, K., Grosemans, I., Dochy, F., & Kyndt, E. (2017). Teacher autonomy and collaboration: A paradox? Conceptualising and measuring teachers’ autonomy and collaborative attitude. Teaching and Teacher Education, 67, 302–315. doi:10.1016/j.tate.2017.06.021
  • Varelas, M., Settlage, J., & Mensah, F. M. (2015). Explorations of the structure–agency dialectic as a tool for framing equity in science education. Journal of Research in Science Teaching, 52(4), 439–447.
  • Wagoner, C. L. (2011). Defining and measuring music teacher identity: A study of self-efficacy and commitment among music teachers [Doctoral dissertation]. Wagoner_uncg_0154D_10604. pdf.
  • Wallace, C., & Priestley, M. (2011). Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio‐cultural perspective on professional development and change. Journal of Curriculum Studies, 43(3), 357–381. doi:10.1080/00220272.2011.563447
  • Yang, T., & Jin, Z. (2018). From passive training to self-study: Teacher professional development in 40 years of teaching reform. Global Education, 8(47), 25–36.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.