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, 2023a; 2023b). 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, 2023). 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).
Presentation
Sirek, D. & Hambleton, M. The Music Vlog Project: Communities of practice between generalist and specialist preservice teachers in music. International Society for the Sociology of Music Education, New Jersey, USA, June 2025
Publications
Sirek, D. & Sefton, T.G. (2024). Becoming the music teacher: Stories of generalist teaching and teacher education in music, before and during the pandemic. International Journal of Music Education, 42(2), 230-242. http://doi.org/10.1177/02557614231163266
Sirek, D. & Sefton, T. (2023b, online first). Becoming the music teacher: Stories of generalist teaching and teacher education in music, before and during the pandemic. International Journal of Music Education. http://doi.org/10.1177/02557614231163266
Sirek, D. & Sefton, T. (2023a). “And the music room door was just shut”: Practicum, professional development, and possibility for preservice and in-service generalist teachers teaching music. Canadian Music Educators’ Association Journal, 64(4), 28-34. https://drive.google.com/file/d/1ntEkPDvxYPBJR2CvBnOgMT95lZgSaKQV/view
Sefton, T.G. & Sirek, D. (2023). Identity, memory, and performance in the time of pandemic: A duoethnography. Visions of Research in Music Education, 41(1), 1-14. https://opencommons.uconn.edu/vrme/vol41/iss1/6/
Sefton, T.G. & Sirek, D. (2023). Identity, memory, and performance in the time of pandemic: A duoethnography. Visions of Research in Music Education, 41(1), 1-14. https://opencommons.uconn.edu/vrme/vol41/iss1/6/
Sefton, T. G. Sirek, D. (2020). Musical self-portraits and representations of non/conformity: In the music classroom with preservice generalist teachers. International Journal of Education & the Arts, 21(32). http://doi.org/10.26209/ijea21n32
Sirek, D. & Sefton, T.G. (2018). Control, constraint, convergence: Examining our role as generalist teacher music educators. Action, Criticism & Theory for Music Education, 17(2), 35-56. http://doi.org/10.22176/act17.2.50
Presentation
Sirek, D. & Hambleton, M. The Music Vlog Project: Communities of practice between generalist and specialist preservice teachers in music. International Society for the Sociology of Music Education, New Jersey, USA, June 2025
Publications
Sirek, D. & Sefton, T.G. (2024). Becoming the music teacher: Stories of generalist teaching and teacher education in music, before and during the pandemic. International Journal of Music Education, 42(2), 230-242. http://doi.org/10.1177/02557614231163266
Sirek, D. & Sefton, T. (2023b, online first). Becoming the music teacher: Stories of generalist teaching and teacher education in music, before and during the pandemic. International Journal of Music Education. http://doi.org/10.1177/02557614231163266
Sirek, D. & Sefton, T. (2023a). “And the music room door was just shut”: Practicum, professional development, and possibility for preservice and in-service generalist teachers teaching music. Canadian Music Educators’ Association Journal, 64(4), 28-34. https://drive.google.com/file/d/1ntEkPDvxYPBJR2CvBnOgMT95lZgSaKQV/view
Sefton, T.G. & Sirek, D. (2023). Identity, memory, and performance in the time of pandemic: A duoethnography. Visions of Research in Music Education, 41(1), 1-14. https://opencommons.uconn.edu/vrme/vol41/iss1/6/
Sefton, T.G. & Sirek, D. (2023). Identity, memory, and performance in the time of pandemic: A duoethnography. Visions of Research in Music Education, 41(1), 1-14. https://opencommons.uconn.edu/vrme/vol41/iss1/6/
Sefton, T. G. Sirek, D. (2020). Musical self-portraits and representations of non/conformity: In the music classroom with preservice generalist teachers. International Journal of Education & the Arts, 21(32). http://doi.org/10.26209/ijea21n32
Sirek, D. & Sefton, T.G. (2018). Control, constraint, convergence: Examining our role as generalist teacher music educators. Action, Criticism & Theory for Music Education, 17(2), 35-56. http://doi.org/10.22176/act17.2.50
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"
