Unpacking the habitus: Exploring a music teacher’s values, beliefs and practices

Rachael Dwyer

doi:10.1177/1321103X15589260

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Unpacking the habitus: Exploring a music teacher’s values, beliefs and practices

Journal article

Open access

Peer reviewed

Unpacking the habitus: Exploring a music teacher’s values, beliefs and practices

Rachael Dwyer

Research Studies in Music Education, Vol.37(1), pp.93-106

2015

DOI: https://doi.org/10.1177/1321103X15589260

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Abstract

Curriculum and Pedagogy

Bourdieu

music teacher education

music teachers' values and beliefs

narrative inquiry

secondary music education

There is substantial evidence in the literature to support the claim that teachers' values and beliefs have a powerful effect on their teaching practice, and that these shape students' experiences of music learning. However, little attention has been paid to the forces by which these values and beliefs are shaped, and, more importantly, how more positive teacher dispositions may be cultivated and developed through teacher education. Drawing on methodological devices of narrative inquiry, and Bourdieu's concept of habitus as an interpretive tool, this article describes a case study of one music teacher's values and beliefs and how these were shaped by personal experiences, and social and institutional forces. Specifically, the paper considers the ways in which this teacher's values and beliefs were reshaped over the course of the research process.

Details

Title: Unpacking the habitus: Exploring a music teacher’s values, beliefs and practices
Authors: Rachael Dwyer (Author) - University of Queensland
Publication details: Research Studies in Music Education, Vol.37(1), pp.93-106
Publisher: Sage Publications Ltd.
Date published: 2015
DOI: 10.1177/1321103X15589260
ISSN: 1321-103X
Copyright note: Copyright © 2015 The Author. The author's accepted version is reproduced here in accordance with the publisher's copyright policy. The definitive version is available at: http://dx.doi.org/10.1177/1321103X15589260
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99451024302621
Output Type: Journal article

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