Early-career music teachers’ perceptions of the Facebook Band Directors Group as professional induction

Rhodes, Andrew Land

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https://hdl.handle.net/2142/99347 Copy

Description

Title

Early-career music teachers’ perceptions of the Facebook Band Directors Group as professional induction

Author(s)

Rhodes, Andrew Land

Issue Date

2017-12-07

Director of Research (if dissertation) or Advisor (if thesis)

Bergonzi, Louis

Doctoral Committee Chair(s)

Bergonzi, Louis

Committee Member(s)

• Barrett, Janet R.
• Gallo, Donna J
• Kruse, Adam J

Department of Study

Music

Discipline

Music Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ed.D.

Degree Level

Dissertation

Keyword(s)

• Early-career teachers
• Early-stage teachers
• Music teachers
• Facebook Band Directors Group
• Professional teacher induction
• Online community of practice
• Distributed community of practice

Abstract

The dissertation investigates how early-stage teachers choose to engage with Facebook Band Directors Group (FBDG) and their perceptions of FBDG as a form of teacher induction. This study will contribute to understanding of FBDG participation’s consequences for instrumental teacher development and success. To realize this purpose, this study describes early-stage FBDG members’ demographic background, engagement and satisfaction with the group, and the group’s contribution to their professional induction. An online survey of early-stage teacher members of FBDG was made available for 28 days to gather information about demographics, engagement and satisfaction with the group, and perceptions about the group’s contribution to professional induction. Data analysis of survey responses (n = 208) shows that FBDG can serve as a teacher-driven, effective, content-area and grade-level specific induction support for early-stage band directors. Analysis reveals that FBDG provides effective emotional and practical support to early-stage teachers, helping reduce feelings of isolation and being overwhelmed, potentially improving teacher success in the classroom. Members provide informal professional development for users whose levels of participation vary widely, underscoring FBDG’s value and effectiveness as a community of practice. The report of the study concludes with discussion of issues raised and implications for early stage band directors, facilitators of school-sponsored induction programs, and music teacher preparation programs.

Graduation Semester

2017-12

Type of Resource

text

Permalink

http://hdl.handle.net/2142/99347

Copyright and License Information

Copyright 2017 Andrew Land Rhodes

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