Dr. Terry Sefton (PI) |
Dr. Danielle Sirek (CI) |
In the initial stage of this study, using Institutional Ethnography, we examined institutional regulatory effects on our different teaching practices and experiences as arts teacher educators (Sirek & Sefton, 2018). In the next stage, we used visual sociology to examine the musical identities of generalist preservice teachers, by collecting and analyzing visual representations and autobiographical narratives (Sefton & Sirek, 2020). Subsequently, we conducted a narrative inquiry, exploring the stories of generalist preservice and in-service teachers who are teaching or integrating music into the classroom (Sirek & Sefton, under review). We have also co-written a duoethnography to explore the effects of COVID-19 and social/physical distancing on our identity as musicians and arts teacher educators (Sefton & Sirek, in press). Funded by the Joint Consortium of Research Grant (Canadian Music Educators’ Association/L’Association canadienne des musiciens éducateurs), and the University of Windsor Centred on Learning Innovation Fund (CLIF).
Other projects:
"Teacher Education in the arts before and during (and after) COVID-19"
"Teacher Education in the arts before and during (and after) COVID-19"