CAPITULO IV: PRESENTACIÓN Y ANÁLISIS DE RESULTADOS
4.1 INSTRUMENTOS Y TÉCNICAS PARA EL PROCESAMIENTO DE LA INFORMACIÓN.
IEGULDĪJUMS TAVĀ NĀKOTNĒ
Šis darbs izstrādāts ar Eiropas Sociālā fonda atbalstu projektā “Atbalsts doktora studijām Latvijas Universitātē”.
LITERATŪRA
AEC (2008a) Association européenne des Conservatoires. Towards an international Higher Music Education Area, Policy statement [skatīts 2012. gada 19. martā]. Pieejams: www.aecinfo.org.
AEC (2008b) Association européenne des Conservatoires. Towards a Bologna process of the disciplines after 2010, Policy statement [skatīts 2012. gada 19. martā]. Pieejams: www.aecinfo.org.
Bauman, Z. (2000) Liquid Modernity. Cambridge: Polity, 228 p.
Benet-Martínez, V., Haritatos, J. (2005). Bicultural identity integration. Journal of Personality, 73(4): p. 1015–1050.
Blesa Aledo, B (2010) La identidad personal y el cuerpo en Gabriel Marcel. Anuario filosōfico, 53(3): p. 511–536. Pamplona: Universidad de Navarra.
Burban, F. (2007) L’authenticité musicienne à l’épreuve de la formation et de l’expérience, PhD diss. Université de Nantes, France. Yves Dutercq (Dir.) [skatīts 2012. gada 19. martā]. Pieejams: http://tel.archives-ouvertes.fr/tel-00343159/fr/.
CEFEDEM Rhône-Alpes. (2003) Le métier de professeur de musique dans le secteur spécialisé, Essai de définition des compétences et des procédures d’évaluation. Document de travail. Lyon, 25 lpp. [skatīts 2012. gada 19. martā]. Pieejams: http:// storage.canalblog.com/55/50/341556/24083974.pdf.
Cheng, C. (2008) Creativity and identity integration. Psychological Science (Wiley- Blackwell), 19(11): p. 1178–1184.
Cohen, L et al. (2007) Research methods in Education (7th edition).USA: Routledge. 638 p.
Cooper, D. C., Schindler, P. S. (2001) Business research methods (7th ed.). New York: McGraw-Hill. 789 p.
Manuels Fernandezs. Biprofesionālās identitātes integrācijas veicināšana studiju procesā .. 109
Creech, A., Papageorgi, I., Duffy, C., Morton, F., Haddon, E., Potter, J., de Bezenac, C., Whyton, T., Himonides, E., Welch, G. (2008) From music student to professional: the process of transition. British Journal of Music Education, 25(3): p. 315–331. Fernández González, M. J. (2010) Professional identity building process aspects in
Latvian music students´ accounts about their teaching experience. Reviewed and selected materials of the International Conference ATEE Spring university 2010 “Teacher of the 21st Century: Quality Education for Quality Teaching”, May 7-8, 2010, Riga, Latvia. p. 432–440. Latvija: Latvijas Universitāte. CD ROM, ISBN 978-9984-49-027-4.
Fernández González, M. J. (2012a) How do students learn to teach? A case study analysing instrument lessons given by Latvian undergraduate performance students without prior pedagogical training. Music Education Research, 14 (2): p. 227–242. ISSN: 1461-3808. Online ISSN: 1469-9893. Publisher: Taylor & Francis Group. Pieejams: http://www.tandfonline.com/doi/abs/10.1080/14613808.2012.685455. Fernández González, M. J. (2012b) How undergraduate students negotiate performer
and teacher identities in the Latvian academy of music: a cluster analysis. CFMAE: The Changing Face of Music and Art Education. “Creativity, musicality and wellbeing”. Volume 4/2. Tallinn: Tallinn University. ISSN 2228-0715. Online ISSN 2228-0723. Pieejams: http://www.tlu.ee/CFMAE/volumes/vol-4_2012.html.
Fisher, S., Arkin, H. Y., Colton, R. R. (1995) Introducción a la Estadística. México: Ateneo.
Gaunt, H. (2008) One-to-one tuition in a conservatoire: the perceptions of instrumental and vocal teachers. Psychology of Music, 36(2): p. 215–245.
Gee, J. (2000). Identity as an analytic lens for research in education. Review of research in Education, 25: p. 99–125.
Guillot, G. (2002) L’identité professionnelle de l’enseignant. In: Enseigner la musique n° 5. Cahiers de recherches du Cefedem Rhône-Alpes et du CNSMD de Lyon. 37 lpp. Holland J. L., Daiger D. C. and Power P. G. (1980) My Vocational Situation: Description
of an Experimental Diagnostic Form for the Selection of Vocational Assistance. Counselling Palo Alto, CA: Psychologists Press, Inc.
Huber, G. L., Gürtler, L. (2004) AQUAD 6, Manual for the analysis of qualitative data. Tübingen: Ingeborg Huber Verlag. 249 p.
Isbell, D. (2008) Musicians and Teachers. The Socialization and Occupational Identity of Preservice Music Teachers. Journal of Research in Music Education, 56: p. 162–178. JVLMA (Jāzepa Vītola Latvijas Mūzikas akadēmija) (2009) Profesionālās bakalaura
studiju programmas. “Instrumentālā mūzika” [skatīts 2012. gada 19. martā]. Pieejams: http://www.jvlma.lv/latvian/page/1223.html.
Kasworm, C. (2005) Adult Student Identity in an Intergenerational Community College Classroom. Adult Education Quarterly, 56: p. 3–20.
Mills, J. (2007) Instrumental Teaching. Oxford: Oxford University Press. 240 p.
Morgan, G. A. (2007). SPSS for introductory statistics. Use and interpretation (3rd ed.). Mahwah, N.J.: Lawrence Erlbaum. 217 p.
Mounier, E. (1936) Manifeste au service du personnalisme. Paris: Éditions du Seuil, Collection Points Essais, février 2000, 198 lpp.
Polo, L. (1991) Quién es el hombre? Madrid: Rialp., 256 p.
Polo, L. (1999) Antropologia transcendental. Pamplona: EUNSA. 388 p.
Ragin, C. C. (1987) The comparative method. Moving beyond qualitative and quantitative strategies. Berkeley: University of California Press. 185 p.
110 Pedagoģijaunskolotājuizglītība
Regnard, F. (2007) La formation initiale des professeurs des écoles de musique. Thèse de Doctorat en Sciences Psychologiques et de l’éducation. Université de Bruxelles, Faculté des sciences psychologiques et de l’éducation. 285 p. [skatīts 2012. gada 19. martā]. Pieejams: http://theses.ulb.ac.be/ETD-db/collection/available/ ULBetd-10102007-163736/
Taylor, C. (1997) La liberté des modernes. Paris: Presses universitaires de France. 308 p. Vicente, A. and Aróstegui, J. L. (2003). Formación Musical y Capacitación Laboral en
el Grado Superior de Música, o El Dilema entre lo Artístico y lo Profesional en los Conservatorios. Revista europea de música en la educación, 12 (diciembre 2003). 14 p. [skatīts 2012. gada 19. martā]. Pieejams: http://musica.rediris.es/leeme/revista/ vicenteetal03.pdf.
Yepes, R., Aranguren, J. (2003) Fundamentos de antropología. Navarra (Spain): EUNSA. 375 p.
Summary
facilitating university students’ biprofessional identity integration: the case of the jāzeps vītols latvian Academy of music
The goal of this research is to discover the biprofessional identity structure of performance students and its formation process and work out recommendations for the promotion of inte- gration of performer and teacher identities. Methods: interviews, observations and question- naire. The biprofessional (performer and teacher) identity typology of performance students has been worked out. The conditions for biprofessional identity integration through students’ pedagogical activity were discovered. Practical significance: The results can be applied for performance students’ personality and career development, and for the organization of the pedagogical study practices fostering biprofessional identity integration.
keywords: biprofessional identity integration, performer, teacher.
INFORMāCIJA PAR AUTORU
Dr. paed. Manuels Hoakins Fernandess Gonsaless (Manuel Joaquín Fernández González) ir pētnieks Latvijas Universitātes Pedagoģijas, psiholoģijas un mākslas fakultātes Pedagoģijas zinātniskajā institūtā. Viņš ieguvis maģistra grādu mūzikas instrumentu spēles pedagoģijā Madrides Karaliskajā konservatorijā un ieguvis specializācijas diplo- mu laikmetīgās mūzikas interpretācijā Strasbūras Nacionālajā konservatorijā (Francijā). Piedalījies vairākos Latvijas un starptautiskajos pētniecības projektos. Viņa pētniecības intereses ietver multiplo profesionālo identitāšu integrāciju un mūziķu un universitātes mācībspēku uz nākotni orientēto kompetenci, kā arī mūzikas instrumentu spēles pedagoģiju.