Issues of transition amongst early career music teachers

Marshall, Nigel (2013) Issues of transition amongst early career music teachers. Problems in Music Pedagogy, 12 (1). pp. 7-40. ISSN 1691-2721

Full text not available from this repository.

Abstract

The phenomenon of praxis shock has been seen as a measure of the level of stress experienced by a newly qualified teacher as the transition between their training institution and the world of work. A high level of discrepancy between the training received and the requirements of the job can often lead to a high level of praxis shock and in this respect, praxis shock can be seen as a proxy measure of the usefulness, appropriateness and effectiveness of a given training programme. This paper reports on a pseudo-longitudinal study which explored the factors contributing to the level of praxis shock experienced by a group of trainees as they transitioned from their training course into their first teaching role as a secondary school music teacher. A total of 46 trainees representing 4 different training institutions in England were interviewed towards the end of their one year training course and subsequently, 38 secondary music teachers were interviewed near the end of their first year of teaching. 22 of the original 46 participants appeared in both phases of the research. Findings suggested that a number of factors could be identified that contributed to varying degrees of praxis whilst practical and emotional support from colleagues during the induction year was seen as an effective way to limit the levels of stress.

Item Type: Article
Schools and Departments: School of Education and Social Work > Education
Subjects: H Social Sciences
L Education
Depositing User: Daniel Hobbs
Date Deposited: 13 Jan 2015 12:12
Last Modified: 13 Jan 2015 12:12
URI: http://sro.sussex.ac.uk/id/eprint/52005
📧 Request an update