This study employed an exploratory approach by applying practice theory to insights gathered throughthe triangulation of interview, document analysis and observation methodologies to 1) map the SacredHarp Singing practice scope and give a nuanced picture of its performativity in the Netherlands, witha particular focus on the Sacred Harp group from Amsterdam comparing it to one from Bremen and 2)investigate the underlying rise of transformative emotions, the social, secular, and religious meanings, andthe sense of belonging to an international community. The findings suggest that Sacred Harp enthusiastsin the region are keen on retaining the legacies of the traditional singers by establishing similar singingatmospheres and by following the practice’s historical customs and practices, including the communalsinging in the “hollow square” and the affinity towards democratic participation. The findings alsoindicate that while there is a noticeable level of commitment and excitement among local enthusiasts,the growth of the groups’ memberships is hampered by a lack of interest by the general public, possiblyin connection with insufficient strategies for publicizing the practice. Therefore, the existence of thesebarriers could imply that the practice would probably grow at a relatively slow pace in the region.
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This paper presents the search for a categorizing framework that can be used to identify and discuss teacher quality. Both policy documents on national and European levels and academic literature show a remarkable variation in categories that are used to describe teacher education. As part of a larger study where the voice of teachers is used en strengthened on the topic of teacher education, there was the need to find a categorizing framework that can be used to analyze responses from teachers on the most important qualities that teachers need.The search for a categorizing framework combines a study of academic literature on categories for teacher quality and the use of international focus groups for the development of categories for teacher qualities. Both the outcomes from the literature survey and the results from the focus groups show the complexity of defining a coherent framework for teacher qualities. Two main approaches can be identified: one by using an analytical framework with mutual exclusive categories, based on Bloom’s categories, and one based on a task analysis of the work of teachers, focusing on specific roles or identities. In both approaches, both the literature and the focus groups emphasize the importance of personal qualities of teachers.Based on the outcomes a coherent framework for teacher qualities is presented, where both approaches are combined. This framework that might help in creating a shared language for discussing teacher quality among different stakeholders and different countries.
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