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The study calls for strategies addressing limited discipline-specific pedagogical knowledge, improved professional development approaches, and the value of professional networks.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nJayne Davidson  \nToowoomba Grammar School  \nRachael Dwyer  \nThe University of Queensland  \nAbstract  \nThere is substantial evidence in the literature to suggest that professional isolation is a significant problem for music teachers. This paper reports on the results of a survey regarding the professional learning of classroom music teachers (n=53) from Foundation (also known as Preparatory, Reception or Kindergarten) to Year Nine. Teachers who participated in the survey responded to questions regarding their participation in professional development, their current and desired means of participating in professional dialogue with other music teachers, and their use of teaching and planning resources. The study found that further consideration of strategies to relieve professional isolation of music teachers is needed. The findings of the study align ideas presented in the literature, identifying the most affective strategies of alleviating professional isolation as the need to address the lack of disciplinespecific pedagogical knowledge, the need for effective professional development strategies, and the importance of professional networks.  \nKey words: Classroom music education, teacher professional development, professional isolation.  \nAustralian Journal of Music Education 2014:1, 38-51  \nIntroduction  \nIt has been recognised that the provision of ongoing curriculum supports, such as resources and professional development, assists classroom music teachers in their planning and teaching (Ballantyne, 2006; Hartwig & Barton, 2004; Heinrich, 2012; Kelly, 2005) . Further, connecting with other music teachers is considered to be essential in alleviating professional isolation (Krueger, 1999; Sindberg & Lipscomb, 2005) . Considering these ideas is particularly timely as music teachers across Australia move towards implementing The Australian Curriculum: The  \nArts (ACARA, 2013), arguably an opportunity for music teachers to engage and communicate on a national scale. Hartwig and Barton (2004) contend that the success of implementing a new curriculum rests with the curriculum support provided for teachers with the new document. The Music Council of Australia (MCA) review of the draft document in October 2012 outlined that the success of this new national curriculum would be dependent on the support given to teachers through the implementation of resources aligned with the syllabus document (Letts et al., 2012) . Recent research indicates that equality of access  \nto classroom music programs across Australia will not be possible without the provisions of increased funding for programs and training more music specialist teachers (Heinrich, 2012) . This study provides an exploration of teachers’perceptions oftheir professional learning needs and identifies potential areas of support that inform the implementation of this curriculum.  \nThe purpose of this paper is to provide areport on a recent survey of Foundation to Year 9 classroom music teachers regarding their professional learning. The project sought to explore music teachers’ perceptions of valuable professional learning. It became apparent that the desire to alleviate feelings of isolation by connecting with other teachers was significant for the teachers who participated in the study. In this paper, we begin by describing the existing literature on professional isolation more broadly, before focussing specifically on how this applies to classroom music teachers. We then discuss a number offactors identified in the literature as contributing to music teachers’feelings of isolation: a lack of discipline-specific knowledge and training, a need for access to effective professional development, and limited opportunities to engage in professional conversations with colleagues. The scope and methodology of the project is then described. Next, we present the findings ofthe questionnaire, c","cbCaifHzjzRgjlPE","https://ap.wps.com/l/cbCaifHzjzRgjlPE","pdf",286714,14,"English","# Introduction\n# Literature Review\n## Professional isolation of teachers\n## Types of Teacher Isolation\n# Survey Scope and Methodology\n# Findings and Discussion\n# Conclusion: Future Directions","[{\"question\":\"What problem does the paper focus on for classroom music teachers?\",\"answer\":\"The paper focuses on professional isolation as a significant problem, particularly for music teachers.\"},{\"question\":\"How was the survey conducted in the study?\",\"answer\":\"A survey collected responses from 53 classroom music teachers from Foundation through Year Nine about professional learning, professional dialogue needs, and resource use.\"},{\"question\":\"What strategies does the paper suggest to alleviate professional isolation?\",\"answer\":\"The study highlights addressing the lack of discipline-specific pedagogical knowledge, using effective professional development strategies, and strengthening professional networks.\"}]","The role of professional learning in reducing isolation experienced by classroom music teachers | PDF",1792077602,35]