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Issues of transition amongst early career music teachers

journal contribution
posted on 2023-06-08, 19:27 authored by Nigel MarshallNigel Marshall
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.

History

Publication status

  • Published

Journal

Problems in Music Pedagogy

ISSN

1691-2721

Publisher

Daugavpils University

Issue

1

Volume

12

Page range

7-40

Department affiliated with

  • Education Publications

Full text available

  • No

Peer reviewed?

  • Yes

Legacy Posted Date

2015-01-13

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