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dc.contributor.authorDonaldson, Judith Diane
dc.date.accessioned2013-04-05T01:50:45Z
dc.date.available2013-04-05T01:50:45Z
dc.date.issued2012
dc.identifier.urihttp://hdl.handle.net/10179/4263
dc.description.abstractThis qualitative study examined the tensions of practice encountered in the daily working lives of secondary school music teachers who hold the responsibility for music in their school. The analysis used data from semi-structured interviews with nineteen participants, including current and former practitioners and music advisors in Aotearoa New Zealand. The participants represent a range of musical traditions, teaching experiences, and demographics. Data were analysed thematically in terms of four research questions: (i) the expectations attached to the role of secondary school music teacher; (ii) the tensions of practice encountered; (iii) the manner in which teachers experienced their working lives; and (iv) their efforts to resolve the tensions they encountered. Major tensions of practice were found to arise from the boundary positions which teachers occupied at the interface of two worlds – the inner world of music and the outer world of the school – and from the complex demands of working in the three different areas of classroom, extra-curricular and itinerant music. Further tensions stemmed from changes brought about by national policy changes from the mid-1990s to a broad, practically-based official curriculum and standards-based assessment in senior secondary school credentials. Within their roles, teachers experienced conflict, ambiguity and overload which had an impact on personal wellbeing and their identities as musicians. They derived satisfaction from drawing students into the inner life and meaning of music. The study addresses a major gap in the understanding of secondary teachers’ work. It contributes to local and international research literature into the lives of teachers, the position of music in schools, and the nature of music education. It has practical and theoretical implications for policy makers, school leaders, teachers and researchers.en
dc.language.isoenen
dc.publisherMassey Universityen_US
dc.rightsThe Authoren_US
dc.subjectMusic teachersen
dc.subjectSchool music teachersen
dc.subjectSecondary school music teachingen
dc.titleBetween two worlds : tensions of practice encountered by secondary school music teachers in Aotearoa New Zealand : a thesis presented in partial fulfilment of the degree of Doctor of Philosophy in Education at Massey University, Manawatu campus, New Zealanden
dc.typeThesisen
thesis.degree.disciplineEducationen
thesis.degree.grantorMassey Universityen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophy (Ph.D.)en


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