Learning from the National Board for Professional Teacher Certification (NBPTS) in Music

• Autores: Stephanie L. Standerfer
• Localización: Bulletin of the Council for Research in Music Education, ISSN 0010-9894, Nº 176, 2008, págs. 77-88
• Idioma: inglés
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• Resumen

  • The purpose of this study was to explore how the teaching practices of three secondary choral music teachers were influenced by the process of National Board for Professional Teacher Standards (NBPTS)certification in music. A qualitative research design served as the foundation for this study of the participants� perspectives of the NBPTS music certification process. Case studies were developed for three secondary choral music teachers who participated in the first year of NBPTS music assessment. The NBPTS process was found to be a positive form of professional development in which unintended, transformational learning occurred as defined by current theories of professional development (Daniels, Bizar, & Zemelman, 2001; Guskey, 2000; Moon, 1999) and adult learning (Candy, 1991; Mezirow, 1991).