{"title":"A Music Teacher's Blended Teaching and Learning Experience during COVID-19: Autoethnography of Resilience.","authors":"Sean Beirnes, Clint Randles","doi":"10.1177/02557614221091829","DOIUrl":null,"url":null,"abstract":"<p><p>The purpose of this co-autoethnographic qualitative case study was to chronicle the experiences of the first author as he taught general music in a blended, face-to-face, and online synchronous, environment during the COVID-19 pandemic. The co-autoethnography conveys a voice of a practicing teacher with advice and wisdom gained from living and working through the technological aspects of teaching and learning in a blended environment for practicing music teachers. His experiences chronicle how technology was used as a vehicle for amplifying the experiences of students and empowering them to creativities not possible before the pandemic. Implications for music education include exploring the stories of the lived experiences of teachers who taught through the pandemic with a focus on the possibilities and potentialities for profound change mediated by technology, learner-centered pedagogy, and creativities in practice.</p>","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"41 1","pages":"69-83"},"PeriodicalIF":1.3000,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10076233/pdf/10.1177_02557614221091829.pdf","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Music Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/02557614221091829","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 3
Abstract
The purpose of this co-autoethnographic qualitative case study was to chronicle the experiences of the first author as he taught general music in a blended, face-to-face, and online synchronous, environment during the COVID-19 pandemic. The co-autoethnography conveys a voice of a practicing teacher with advice and wisdom gained from living and working through the technological aspects of teaching and learning in a blended environment for practicing music teachers. His experiences chronicle how technology was used as a vehicle for amplifying the experiences of students and empowering them to creativities not possible before the pandemic. Implications for music education include exploring the stories of the lived experiences of teachers who taught through the pandemic with a focus on the possibilities and potentialities for profound change mediated by technology, learner-centered pedagogy, and creativities in practice.
期刊介绍：
The International Journal of Music Education (IJME) is a peer-reviewed journal published by the International Society for Music Education (ISME) four times a year. Manuscripts published are scholarly works, representing empirical research in a variety of modalities. They enhance knowledge regarding the teaching and learning of music with a special interest toward an international constituency. Manuscripts report results of quantitative or qualitative research studies, summarize bodies or research, present theories, models, or philosophical positions, etc. Papers show relevance to advancing the practice of music teaching and learning at all age levels with issues of direct concern to the classroom or studio, in school and out, private and group instruction. All manuscripts should contain evidence of a scholarly approach and be situated within the current literature. Implications for learning and teaching of music should be clearly stated, relevant, contemporary, and of interest to an international readership.
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