Sage Journals: Discover world-class research

Abstract

The purpose of this study was to explore how a Virtual Professional Learning Community (VPLC) might serve as effective professional development for large ensemble teachers in rural communities interested in improving their pedagogy. We used a case study approach to investigate four rural music teachers who actively participated in an online professional learning community focused on implementing the Comprehensive Musicianship through Performance model of planning and instruction into one of their large ensemble classes. Based on our findings, we concluded that a VPLC provided rural music teachers with meaningful, content-specific professional development while also reducing feelings of professional isolation. However, we also identified challenges that impacted the effectiveness of the VPLC. The implications for music teacher educators are discussed.

Keywords

isolation professional development professional learning community

Get full access to this article

View all access options for this article.

References

Battersby

S. L.

(2019). Reimagining music teacher collaboration: The culture of professional learning communities as professional development within schools and districts. General Music Today, 33(1), 15–23. https://doi.org/10.1177/104837131980653

Battersby

S. L.

Verdi

(2015). The culture of professional learning communities and connections to improve teacher efficacy and support student learning. Arts Education Policy Review, 116, 22–29. https://doi.org/10.1080/10632913.2015.970096

Bautista

Stanley

A. M.

Candusso

(2021). Policy strategies to remedy isolation of specialist arts and music teachers. Arts Education Policy Review, 122(1), 42–53. https://doi.org/10.1080/10632913.2020.1746713

Bell-Robertson

C. G.

(2014). “Staying on our feet”: Novice music teachers’ sharing of emotions and experiences within an online community. Journal of Research in Music Education, 61(4), 431–451. https://doi.org/10.1177/0022429413508410

Bowles

(2002). The self-expressed professional development needs of music educators. Update: Applications of Research in Music Education, 21(2), 35–41. https://doi.org/10.1177/87551233020210020701

Burkett

E. I.

(2011). A case study of issues concerning professional development for rural instrumental music teachers. Journal of Music Teacher Education, 21(1), 51–64. https://doi.org/10.1177/1057083710393152

Bush

J. E.

(2007). Importance of various professional development opportunities and workshop topics as determined by in-service music teachers. Journal of Music Teacher Education, 16(2), 10–18. https://doi.org/10.1177/10570837070160020103

Durr

Kampmann

Hales

Browning

(2020). Lesson learned from online PLCs of rural STEM teachers. The Rural Educator, 41(1), 20–26. https://doi.org/10.35608/ruraled.v41i1.555

Hammel

A. M.

(2007). Professional development research in general education. Journal of Music Teacher Education, 17(1), 22–32. https://doi.org/10.1177/10570837070170010106

10.

Johnson

D. C.

Stanley

A. M.

(2021). A pilot project exploring rural classroom music teachers’ perceptions and practices via an online professional development course. Journal of Music Teacher Education, 30(3), 1–16. https://doi.org/10.1177/10570837211008658

11.

Kastner

J. D.

(2014). Exploring informal music learning in a professional development community of music teachers. Bulletin of the Council for Research in Music Education, 202, 71–89. https://www.jstor.org/stable/10.5406/bulcouresmusedu.202.0071

12.

Krueger

P. J.

(1999). New music teachers speak out on mentoring. Journal of Music Teacher Education, 8(2), 7–13. https://doi.org/10.1177/105708379900800203

13.

Maher

Burroughs

Dietz

Karnbach

(2010). From solo to ensemble: Fine arts teachers find a harmonious solution to their isolation. The Learning Professional, 31(1), 24–29. https://www.learntechlib.org/p/68573/

14.

McConnell

T. J.

Parker

J. M.

Eberhardt

Koehler

M. J.

Lundeberg

M. A.

(2013). Virtual professional learning communities: Teachers’ perceptions of virtual versus face-to-face professional development. Journal of Science Education and Technology, 22(3), 267–277. https://doi.org/10.1007/s10956-012-9391-y

15.

Miles

M. B.

Huberman

A. M.

Saldaña

(2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE.

16.

Rickels

D. A.

Brewer

W. D.

(2017). Facebook band director’s group: Member usage behaviors and perceived satisfaction for meeting professional development needs. Journal of Music Teacher Education, 26(3), 77–92. https://doi.org/10.1177/1057083717692380

17.

Saldaña

(2013). The coding manual for qualitative researchers (2nd ed.). SAGE.

18.

Sindberg

L. K.

(2011). Alone all together—The conundrum of music teacher isolation and connectedness. Bulletin of the Council for Research in Music Education, 211, 7–22. https://doi.org/10.5406/bulcouresmusedu.189.0007

19.

Sindberg

L. K.

(2012). Just good teaching: Comprehensive musicianship through performance (CMP) in theory and practice. Rowman & Littlefield Education.

20.

Sindberg

L. K.

(2014). Perceptions and perspectives of music teachers in urban settings: Isolation, conversation and collaboration. Music Education Research, 16(4), 387–403. https://doi.org/10.1080/14613808.2013.848849

21.

Sindberg

L. K.

(2016). Elements of a successful professional learning community for music teachers using Comprehensive Musicianship through Performance. Journal of Research in Music Education, 64(2), 202–219. https://doi.org/10.1177/0022429416648945

22.

Stanley

A. M.

(2011). Professional development with collaborative teacher study groups: Pitfalls and promises. Arts Education Policy Review, 112, 71–78. https://doi.org/10.1080/10632913.2011.546692

23.

Stanley

A. M.

Snell

Edgar

(2014). Collaboration as effective musical professional development: Success stories from the field. Journal of Music Teacher Education, 24(1), 76–88. https://doi.org/10.1177/1057083713502731

24.

Yin

R. K.

(2014). Case study research: Design and methods (5th ed.). SAGE.

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.01 MB

Virtual Professional Learning Communities: A Case Study in Rural Music Teacher Professional Development

Abstract

Keywords

Get full access to this article

References

Supplementary Material