1、此文档是毕业设计外文翻译成品（ 含英文原文 +中文翻译），无需调整复杂的格式！下载之后直接可用，方便快捷！本文价格不贵 ,也就几十块钱！ 一辈子也就一次的事！ 外文标题： Performance teachers identity and professional knowledge in advanced music teaching 外文作者： Angeliki Triantafyllaki 文献出处 : Music Education Research,Vol. 12, No. 1, March 2010, 71-87 (如觉得年份太老，可改为近 2 年，毕竟很多毕业生都这样做 ) 英文
2、 4302 单词， 25012 字符，中文 6557 汉字。 Performance teachers identity and professional knowledge in advanced music teaching This paper explores the interrelationship between performance teachers professional identity and the various forms of professional knowledge they bring to their work. The data derive fr
3、om an ethnographic case study conducted across a period of 12 weeks in each of two distinct music training institutions in Greece a University Music Department and a Conservatoire. A total of 28 teachers participated in the study across institutions (Conservatoire, n 18; Music Department, n10) and w
4、ithin each institutional sample four teachers were observed during their teaching and performing practices. Institutional documents provided contextual information. Findings showed that performance teachers on different forms of professional knowledge in their teaching practice in accordance with th
5、e construction of the more valued identity in their workplace as either a teacher or a performer. Also evident was that a particular identity and forms of professional knowledge were foregrounded at the point where teacher and performer identities met or separated. The development of a new type of p
6、rofessionalism at the interface where performer and teacher identities meet thereby empowering teachers to take on roles and responsibilities that would extend their professional stories of self is discussed. Keywords: advanced music teaching; teacher identity; professional knowledge; social constructionism Introduction Performance teachers as professionals The question of what forms of knowledge performance teachers,1 as professionals, hold and express in their practices is important. It
