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Collaborative consonance: Hearing o...

Richardson, Carole.

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Collaborative consonance: Hearing our voices while listening to the choir. A collaborative narrative inquiry into the role of music in the lives of seven preservice teachers.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Collaborative consonance: Hearing our voices while listening to the choir. A collaborative narrative inquiry into the role of music in the lives of seven preservice teachers./
作者:	Richardson, Carole.
面頁冊數:	305 p.
附註:	Source: Dissertation Abstracts International, Volume: 68-01, Section: A, page: 0121.
Contained By:	Dissertation Abstracts International68-01A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR21829
ISBN:	9780494218297

Collaborative consonance: Hearing our voices while listening to the choir. A collaborative narrative inquiry into the role of music in the lives of seven preservice teachers.
Richardson, Carole.

Collaborative consonance: Hearing our voices while listening to the choir. A collaborative narrative inquiry into the role of music in the lives of seven preservice teachers. - 305 p.

Source: Dissertation Abstracts International, Volume: 68-01, Section: A, page: 0121.

Thesis (Ph.D.)--University of Toronto (Canada), 2006.

This qualitative study represents a collaborative narrative inquiry into the role of music in the lives of seven preservice teachers as, together, they experience the paradigm shift of moving from those who are taught to those who teach. Ultimately, it sings of finding voice, of having agency and of coming to the understanding that it is through storying our lives for and with others that we finally acknowledge and hear our authentic narrative voices.

ISBN: 9780494218297Subjects--Topical Terms:

1017808
Education, Music.

Collaborative consonance: Hearing our voices while listening to the choir. A collaborative narrative inquiry into the role of music in the lives of seven preservice teachers.
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520 $a This qualitative study represents a collaborative narrative inquiry into the role of music in the lives of seven preservice teachers as, together, they experience the paradigm shift of moving from those who are taught to those who teach. Ultimately, it sings of finding voice, of having agency and of coming to the understanding that it is through storying our lives for and with others that we finally acknowledge and hear our authentic narrative voices.
520 $a Rooted within Dewey's concept of experience as education and building upon the literature detailing narrative approaches to investigate teacher thinking and teacher education (Beattie, 1995a, 1995b, 2000, 2001; Carter, 1993, Carter & Doyle, 1993; Clandinin & Connelly, 2000; Cole & Knowles, 2000, 2001), participant stories of musical experience are the narrative phenomena which intertwine as the initial melodies of this inquiry. Stories are told and retold as participants collaboratively explore the knowledge inherent in their lived experiences through narrative methods of audiotaped interviews, interview transcriptions, audiotaped focus groups, focus group transcriptions, journals, conversations, emails and classroom observation.
520 $a As each individual co-constructs new knowledge through the consonance of interacting narratives, three distinct stages of this shared journey emerge from the participants' stories: reflecting and reconnecting, reframing through relating to others and re-imagining and rehearsing co-created knowledge. These themes frame the Duets which story the collaborative meaning-making experienced by the researcher and participants. It is through the storying of this journey that we reach a pivotal understanding of how collaborative narrative inquiry can empower preservice teachers to work from an authentic place of self-knowledge.
520 $a Telling, sharing, hearing and listening to their own stories told in their own voices enables these beginning teachers to understand what they know and to make changes for the better in their lives and the lives of those they teach (Beattie, 1995a; 1995b; Palmer, 1998). In addition to serving as a means of determining the potential implications for a more holistic approach to preservice teacher education, this inquiry will enable preservice music educators to identify and explore the experiences, contexts, and communities necessary for engaging preservice teachers in meaningful and joyful music making.
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