Resumen de Three Beginning Music Teachers' Understandings and Self-Perceptions of Micropolitical Literacy
Colleen Conway, Jared Rawlings
The purpose of this study was to examine beginning music teachers' understandings and selfperceptions of micropolitical literacy (Curry, Jaxon, Russell, Callahan, Bicals, 2008). Using a qualitative interview design (Seidman, 2013), data included: (a) an initial e-mail survey completed by each participant, (b) two individual interviews with each participant, (c) an observation of the beginning music teacher, (d) one interview with a principal, (e) a focus group interview with all participating beginning music teachers, and (f) the researchers' logs. Findings are presented in the following categories: (a) typical beginning music teacher challenges, (b) questions beginning teachers ask, (c) beginning teachers seek collegial assistance, (d) beginning teachers have a growing awareness of the need for micropolitical literacy, and (e) accountability and assessment. A discussion of each finding with connections to past literature is included after the presentation of findings.
