An Investigation of Field-based Experiences for Pre-service Music Teachers in Massachusetts:Implications for Policies and Strategies Governing Field-based Experiences for Music Teacher Candidates in the Republic of Korea

2018 ◽  
Vol 47 (2) ◽  
pp. 1-25
Author(s):  
Joo Hyun Kang
Keyword(s):  
Teacher Candidates ◽  
Music Teachers ◽  
Music Teacher ◽  
Republic Of Korea ◽  
The Republic ◽  
Service Music

scholarly journals A meta-analysis study on the attitudes of pre-service music teachers towards the teaching profession in Turkey

2021 ◽  
Vol 15 (4) ◽  
pp. 519-526
Author(s):  
Rasim Erol Demirbatır ◽  
Zeynep Özer
Keyword(s):  
High School ◽  
Teacher Candidates ◽  
Music Teachers ◽  
Meta Analysis ◽  
Teaching Profession ◽  
Music Teacher ◽  
Effect Sizes ◽  
Random Effects Model ◽  
Analysis Study ◽  
Service Music

The objective this study was to determine whether music teacher candidates’ attitudes towards the teaching profession in Turkey differ with respect to different variables. In this direction, a meta-analysis study was carried out on the pre-service music teachers’ attitudes towards their profession. The study consists of 12 studies chosen with predetermined criteria. Since the effect sizes of these studies display a heterogeneous structure, the random effects model was conducted. Effect sizes in the random effects model were calculated by using Hedges g coefficient with 12 studies for gender and nine studies for the form of high school graduated. Taking the results of the findings into consideration, it was concluded that the attitudes of female music teacher candidates towards the teaching profession are more positive than male candidates. There is no difference between Fine Arts and other high schools regarding the variable of the form of high school.

scholarly journals An Investigation of Pre-service Music Teachers’ Attitudes towards Online Learning during the COVID-19 Pandemic

2021 ◽  
Vol 5 (4) ◽  
pp. 587-600
Author(s):  
Ozlem Kilincer
Keyword(s):  
Academic Achievement ◽  
Online Learning ◽  
Teacher Candidates ◽  
Music Teachers ◽  
Attitude Scale ◽  
Music Teacher ◽  
Learning Attitude ◽  
Service Music ◽  
Teachers Attitudes ◽  
Academic Year

The aim of this research is to determine the pre-service music teachers’ attitudes towards online learning during the COVID-19 pandemic. The study investigated the attitudes of music teacher candidates toward online learning and if they differed by the variables of gender, year of study and academic achievement. The “Online Learning Attitude Scale” was used to collect data for the study. The study was conducted with 164 pre-service music teachers studying at the education faculties of Aksaray University, Çanakkale 18 Mart University, and Necmettin Erbakan University in the 2020-2021 academic year. The independent groups t-test and one-way analysis of variance were used in the data analysis. Results from the study suggested that pre-service music teachers’ attitudes regarding online learning in the COVID-19 pandemic were negative to moderate. In addition, the study indicated that the attitudes of music teacher candidates towards online learning differed by gender, year of study, and academic achievement variables during the COVID-19 pandemic.

scholarly journals Democratic Perception and Attitudes of the Pre-Service Music Teachers in Turkey

2018 ◽  
Vol 7 (2) ◽  
pp. 100
Author(s):  
Hatice Onuray Eğilmez ◽  
Özgür Eğilmez ◽  
Doruk Engür
Keyword(s):  
Teacher Candidates ◽  
Music Teachers ◽  
Academic Staff ◽  
Attitude Scale ◽  
Music Teacher ◽  
Democratic Attitudes ◽  
Perceptions And Attitudes ◽  
The Family ◽  
Scale Scores ◽  
Service Music

<span lang="EN-US">Democracy, a lifestyle as much as it is a form of government, begins to be learned in the family. The youth observe and acquire the democratic attitudes of their parents. The task of passing it on to the new generations and helping them acquire democratic values is the mission of schools, namely teachers. It is a commonly known fact that developmental level of countries shows parallelism with the democratic attitudes of individuals. It is important to understand the democratic perceptions and attitudes of teachers who are responsible for positioning democratic structure and thus raising the democratic level of countries. For this reason, the research aims to examine the democratic perceptions and attitudes of music teacher candidates in terms of some variables. Data collected using the democratic attitude scale were analyzed using t-test, Kruskal-Wallis H test, and Spearman’s correlation coefficient. Results showed that attitude scores did not change according to gender, level of parents’ education or the year students were in. Scale scores were negatively correlated with the amount of parents’ income. There was no correlation between the students’ GPAs and the scale scores. Music teaching requires a democratic environment intrinsically; therefore, the democratic perceptions and attitudes of the music teacher candidates who will carry out the music lessons in which they should maintain the democratic environment must be determined. As aforementioned notions suggest, this study is of the essence since the results will shed light on the academic staff in the institutions that train music teachers.</span>

Characteristics of Early Childhood and Elementary General Music Methods Coursework for Preservice Music Teachers

2021 ◽  
pp. 105708372110245
Author(s):  
Karen Salvador ◽  
Mara E. Culp
Keyword(s):  
Early Childhood ◽  
Teacher Candidates ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
General Music ◽  
Music Teacher Education ◽  
Music Methods ◽  
Elementary General Music

Although many music teacher candidates begin university studies planning to teach secondary ensembles, most will ultimately be certified to teach younger children and may be called to do so. The purpose of this study was to examine how music teacher education programs prepare preservice music educators to teach music to children from birth through elementary school through coursework. We emailed survey invitations to representatives from 512 institutions accredited by the National Association of Schools of Music to prepare music educators. We received 134 usable responses (response rate = 26%). Nearly all respondents offered elementary general music methods (EGMM), and over three quarters required EGMM for all students in initial licensure programs. Only about one in ten responding institutions offered early childhood music methods (ECMM). We describe findings on EGMM and ECMM course structures, content, and materials as well as the employment status, degree background, and other qualifications of the person who typically taught this coursework

Pre-service music teachers' satisfaction: person–environment fit approach

2012 ◽  
Vol 29 (3) ◽  
pp. 371-385 ◽  
Author(s):  
Serkan Perkmen ◽  
Beste Cevik ◽  
Mahir Alkan
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Theoretical Frameworks ◽  
Vocational Satisfaction ◽  
Highly Correlated ◽  
Service Music ◽  
And Control ◽  
Future Work

Guided by three theoretical frameworks in vocational psychology, (i) theory of work adjustment, (ii) two factor theory, and (iii) value discrepancy theory, the purpose of this study was to investigate Turkish pre-service music teachers' values and the role of fit between person and environment in understanding vocational satisfaction. Participants were 85 students enrolled in the department of music education in a Turkish university. The Minnesota Importance Questionnaire (MIQ) was used to examine the participants’ values in six dimensions: achievement, comfort, status, altruism, safety and autonomy. Results revealed that the pre-service teachers value achievement most followed by autonomy, which suggests that they would like to have a sense of accomplishment and control in their future job. The degree to which their values fit their predictions about future work environment was found to be highly correlated with vocational satisfaction. These results provided evidence that the vocational theories used in the current study offers a helpful and different perspective to understand the pre-service teachers' satisfaction with becoming a music teacher in the future. We believe that researchers in the field of music education may use these theories and MIQ to examine the role of values in pre-service and in-service music teachers' job satisfaction.

scholarly journals VALUES CREATED BY MUSIC EDUCATION IN GENERAL COMPREHENSIVE SCHOOLS

2021 ◽  
Vol 2 ◽  
pp. 318-329
Author(s):  
Urve Läänemets ◽  
Katrin Kalamees-Ruubel ◽  
Kristi Kiilu ◽  
Kadi Kaja ◽  
Anu Sepp
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teacher Education ◽  
School Students ◽  
Creative People ◽  
Content Integration ◽  
Service Music ◽  
Further Development

This is the final part of research started in 2014 when development of the new National Curricula (NC) was initiated. The role of music education had to be mapped to prove its meaning as a traditional mandatory subject in the NC. According to the research program, different aspects, related to music education (content, integration of art subjects, informal and non-formal music activities, supportive learning environments, etc.), were analysed. The research of 2020 is summarising the values music education can provide for development of educated, responsible, ethical and creative people. The data collected from essays of school students and (future and in-service) music teachers (n=166), were analysed by qualitative methods. The values were classified by the following categories: social, cultural, cognitive, moral, aesthetic, personal. The research results can be used as arguments for developing music education syllabi in the NCs from kindergartens to gymnasia. The whole program of research is already being used for further development of music teacher education.  

scholarly journals Music Teacher Rankings of Selected Core Teaching Practices

2019 ◽  
Vol 29 (1) ◽  
pp. 86-99
Author(s):  
J. Si Millican ◽  
Sommer Helweh Forrester
Keyword(s):  
Music Education ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teaching ◽  
Pedagogical Content ◽  
Technical Vocabulary ◽  
History Of ◽  
Service Music

There is a decades-long history of music education researchers examining characteristics and skills associated with effective teaching and assessing how preservice music teachers develop those competencies. Building on studies of pedagogical content knowledge and the professional opinions of experienced music educators, researchers are now attempting to identity a body of core music teaching practices. We asked experienced in-service music teachers ( N = 898) to think about the skills beginning music teachers must possess to investigate how respondents rated and ranked selected core music teaching practices in terms of their relative importance. Developing appropriate relationships with students, modeling music concepts, and sequencing instruction were the top core teaching practices identified by the group. Results provide insights into knowing, naming, and framing a set of core teaching practices and offer a common technical vocabulary that music teacher educators might use as they design curricula and activities to develop these foundational skills.

scholarly journals The Mediating Role of Shyness on the Relationship Between Academic Satisfaction and Flourishing among Pre-Service Music Teachers

2020 ◽  
Vol 13 (6) ◽  
pp. 163
Author(s):  
Nagihan Oğuz-Duran ◽  
Rasim Erol Demirbatır
Keyword(s):  
Music Teachers ◽  
Survey Design ◽  
Music Teacher ◽  
Design Data ◽  
Satisfaction Scale ◽  
Academic Satisfaction ◽  
Counseling Professionals ◽  
Mediating Role ◽  
Service Music ◽  
The Relationship

This study examined shyness as a potential mediator in the relationship between academic satisfaction and flourishing among Turkish music teacher education students. Using a questionnaire-based survey design, data were collected from 162 (100 female and 62 male) pre-service music teachers. The Shyness Scale, the Academic Life Satisfaction Scale and the Flourishing Scale were used for data collection. The bootstrap re-sampling method was employed using Hayes&rsquo;s SPSS PROCESS macro. Results of bivariate correlations showed that, higher academic satisfaction was associated with increased flourishing as expected, whereas higher shyness was associated with decreased flourishing. The mediation model was significant for the contribution of shyness. These findings offer useful implications for the instructors of pre-service music teachers and counseling professionals in higher education.

scholarly journals THE TECHNOLOGY OF DEVELOPING HARMONIC HEARING

2015 ◽  
Vol 2 ◽  
pp. 530
Author(s):  
Galina Zavadska
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
Music Teachers ◽  
Learning Model ◽  
Music Teacher ◽  
Important Place ◽  
David Kolb ◽  
Service Music

In Latvia, the development of harmonic hearing takes an important place in the process of training pre-service music teachers, because a music teacher is a conductor of a school choir or a conductor of some other choir collective. The issues relating to the system of properties of harmonic musical hearing have been highlighted in a range of scientific works by different authors (Teplov, 1947; Sloboda, 1988; Petrushin, 1997). However, at present the understanding of the nature and ways of developing harmonic hearing is sometimes quite controversial. This, first of all, can be attributed to the complexity of the interrelations between harmonic hearing and general psychic processes: perception, presentation, reproduction, memory, and thinking. The interconnectedness of general human and specific, individual qualities makes this problem difficult to study. The solution of the problem is made difficult by the fact that a collective teaching at sol-fa classes in a higher education establishment often conflicts with learners’ individual peculiarities and problems of developing their harmonic hearing. Within the frame of the case study the technology of developing harmonic hearing based on the strategy of experiential learning (model by David Kolb, 1984) has been worked out. The presented technology is grounded on individual students’ learning styles and on the author’s model of developing harmonic hearing (Zavadska, 2012b).

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