Comparing situated and simulated learning approaches to developing culturally responsive music teachers

2019 ◽  
Vol 37 (3) ◽  
pp. 440-453
Author(s):  
Carlos R. Abril ◽  
Nicole R. Robinson
Keyword(s):  
Social Action ◽  
Culturally Responsive ◽  
Music Teachers ◽  
Teaching Practice ◽  
Learning Experiences ◽  
Music Teacher ◽  
Learning Approaches ◽  
Simulated Learning ◽  
Teacher Professional ◽  
The Impact

The purpose of this study was to examine the impact of two distinct learning approaches to preparing culturally responsive music teachers. In this article we will describe the two different learning experiences, one in a graduate-level course and another as part of a preservice music teacher professional development session, and interpret the impact of these two approaches on music teachers’ observations and thinking regarding others, themselves, sociocultural issues, and teaching practice. Preservice and experienced music teachers were asked to reflect on their experiences resulting from one of two learning experiences—simulated or situated. We analyzed their reflections using grounded theory techniques. Five themes emerged from this analysis: (a) observations of diversity and difference; (b) awareness of intersections; (c) awareness of macro structures of power; (d) feelings of “otherness” and empathy; and (e) social agency and application. Despite the differing learning approaches applied, both experiences moved teachers beyond singular and simplistic notions of culture and diversity, towards understandings of intersections, structure, and power, as well social action and agency.

Developing Effective Dispositions for Teaching Music

2019 ◽  
pp. 321-344
Author(s):  
Michael Raiber
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Systematic Approach ◽  
Music Teachers ◽  
Developmental Stages ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Teacher Concerns ◽  
Teaching Music ◽  
The Impact

The impact of teacher dispositions on the professional development of preservice music teachers (PMTs) has been substantiated. This chapter describes an approach to dispositional development within the structure of an introduction to music education course. A teacher concerns model is used to organize this systematic approach through three developmental stages that include self-concerns, teaching task concerns, and student learning concerns. A series of 11 critical questions are presented for use in guiding PMTs’ dispositional development through these developmental stages. Activities to engage PMTs in the exploration of each of these questions are detailed for use by music teacher educators desiring to engage PMTs in dispositional development.

Enhancing EFL Teachers’ Pronunciation Pedagogy Through Professional Learning: A Vietnamese Case Study

RELC Journal ◽  
2020 ◽  
pp. 003368822095247
Author(s):  
Loc Tan Nguyen ◽  
Jonathan Newton
Keyword(s):  
Professional Learning ◽  
Classroom Practice ◽  
Teaching Practice ◽  
Teaching Skills ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The Impact

The role of teacher professional learning (TPL) in assisting teachers to teach pronunciation in English as a second/foreign language (ESL/EFL) contexts has received little attention. The study reported in this paper extends this line of research by investigating how six EFL teachers at a Vietnamese university transform and integrate the pronunciation pedagogical knowledge they received from a TPL workshop into teaching practice. It then examines the teachers’ perceptions of the impact of the workshop on their knowledge gains and pronunciation teaching skills. Data were collected from seven lesson plans designed by the teachers, video recordings of 24 subsequent classroom observations, and six individual semi-structured interviews. The study adopted a content-based approach to qualitative data analysis. The findings show that the teachers were all able to translate TPL into classroom practice of pronunciation teaching. The findings further show that workshops designed and implemented in accordance with research-based TPL principles can be effective for promoting teachers’ knowledge of pronunciation pedagogy and refining their pronunciation teaching skills. The study has implications for ESL/EFL teachers’ professional development in pronunciation teaching.

scholarly journals Diagnostic results of the acmeological culture of future music teachers in the process of singing

2019 ◽  
Vol 66 (3) ◽  
pp. 249-254
Author(s):  
Zhang Chun
Keyword(s):  
Spiritual Development ◽  
Professional Training ◽  
Music Teachers ◽  
Diagnostic Technique ◽  
Music Teacher ◽  
Structural Components ◽  
Mathematical Methods ◽  
Singing Activity ◽  
Expert Assessments ◽  
Teacher Professional

The article presents the results of the diagnosis of acmeological culture of future music teachers in the process of singing. Based on the developed system of criteria and indicators of the structural components of the studied phenomenon (motivational-value, cognitive-developmental, communicative-heuristic and creative-projective), the contents of the phased diagnostic technique of the ascertaining experiment, which consists of pedagogical conversations, oral questioning, questioning, testing, essay – annotations, creative tasks, typical types of conducting and choral activities, expert assessments, mathematical methods of data processing. The levels of formation of the acmeological culture of future music teachers are determined, their substantive characteristics are formulated. Ukraine's accession to a single European educational space declares new requirements for professional training of music teachers. Increasingly, it is becoming necessary to focus higher education on the training of professionals capable of professional mobility, rapid adaptation to new educational conditions, self-realization and self-improvement throughout life – individuals with high levels of acmeological culture. According to the results of the ascertainment experiment, the calculation of the arithmetic mean of quantitative indicators by certain structural components was performed: motivational-value, cognitive-developmental, communicative-heuristic and creative-design. Of particular importance is the problem of formation of acmeological culture in the singing activity of future music teachers. It is the high professionalism of vocal-choral activity of the music teacher that not only enhances the prestige of the teacher's profession, but also provides a peculiarity of personal influence of the teacher-professional on the spiritual development of students by means of vocal-choral art.

Strategies for the Development of Music Education Philosophy for Preservice Music Teachers: A Literature Review

2021 ◽  
pp. 875512332110495
Author(s):  
Julie Myung Ok Song
Keyword(s):  
Literature Review ◽  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Teaching Practice ◽  
Music Teacher ◽  
Constructive Feedback ◽  
Education Philosophy ◽  
Stage Process ◽  
Pedagogical Approaches

The purpose of this literature review was to analyze and synthesize pedagogical approaches related to developing music education philosophy for preservice music teachers. The literature that I identified covered procedures and strategies that preservice music teachers could apply to their teaching practice. On my analysis of the existing literature, I categorized the development of a philosophy into a four-stage process of (1) discovery, (2) articulation, (3) application, and (4) reflection and revision. Results found in the literature included clear expectations and practical tools for each stage, such as dialogues, reading, writing, and constructive feedback, providing a critical view of music education philosophy and guidelines for effective teaching. Understanding the four-stage process may help preservice music teachers and music teacher educators to establish a concrete plan for the development of music education philosophy, allowing preservice music teachers to acquire more confidence in their transition to inservice teaching.

The effective music teacher: The influence of personal, social, and cognitive dimensions on music teacher self-efficacy

2017 ◽  
Vol 22 (2) ◽  
pp. 264-279 ◽  
Author(s):  
Michele Biasutti ◽  
Eleonora Concina
Keyword(s):  
Social Skills ◽  
Self Efficacy ◽  
Music Teachers ◽  
Vocal Music ◽  
Teaching Experience ◽  
Self Report ◽  
Music Teacher ◽  
Musical Ability ◽  
Teacher Self Efficacy ◽  
The Impact

The profile of an effective instrumental and vocal music teacher includes many personal and professional dimensions. Among them, teacher self-efficacy plays a key role and influences the evaluation of music teachers’ effectiveness. Recent studies have identified several factors that affect one’s self-assessment of efficacy. However, a comprehensive model of the predictors of music teachers’ self-efficacy still does not exist. The aim of the current study was to identify factors that affect music teacher self-efficacy using a quantitative approach. Three self-report questionnaires were administered to 160 instrumental and vocal music teachers in Italy. Data about their beliefs on musical ability, teacher self-efficacy, and social skills were collected to define a predictive model of teachers’ self-efficacy using a stepwise regression analysis. In addition, an ANOVA was performed to examine group differences in music teacher self-efficacy and intercorrelations among questionnaire scales were computed. The findings have shown that a general score of music teacher self-efficacy can be predicted by a multidimensional model, including music teachers’ personal and professional traits, such as social skills, beliefs about musical ability, teaching experience, and gender. Moreover, differences in specific aspects of teacher self-efficacy emerged in relation to participants’ gender and level of expertise. The impact of these results on music teachers’ education is discussed.

scholarly journals Evolution of Music teachers’ training in Poland in the process of development of pedagogical education

2019 ◽  
Vol 2019 (4 (129)) ◽  
pp. 90-101
Author(s):  
Halyna Nikolaii ◽  
Alina Sbruieva
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Secondary School ◽  
Music Teachers ◽  
Music Teacher ◽  
School Reforms ◽  
European Dimension ◽  
Evolution Of Music ◽  
Teachers Training ◽  
The Impact

Integration of Ukraine into the European educational space necessitates solution of a number of complex problems, including modification of music-pedagogical education, taking into account historical experience of training music teachers in other countries. Taking into account the fact that educational traditions of Ukraine and Poland are very similar, a constructive study of the evolution of music teacher training in the system of pedagogical education of the Second Commonwealth of Poland seem to be timely. The article is aimed at revealing peculiarities of the evolution of music teachers’ training in Poland in the process of development of pedagogical education. In order to achieve this goal, a number of research methods have been used, in particular: analytical (comparative-terminological, historical-pedagogical (historical-genetic, retrospective), comparative-diachronic), structural-typological and empirical (conversations, discussions and e-mailing). The characteristics of the evolution of music teacher training in Poland as a historical reality is carried out in the form of historical-genetic analysis of a set of facts substantiating the theoretical ideas on such development, logical reconstruction of historical-scientific processes, identification of national specificity and All-European development tendencies, which allows us to predict the ways of modernization of music-pedagogical education in Ukraine. It has been proved that, throughout its historical development, despite constant socio-political influences of other states (Austrian, Prussian and Russian empires, later – USSR), Poland has tried to preserve national traditions of teachers’ training, which was primarily reflected in the developed structure, the variety of types of centres of pedagogical education, the search for its optimal models. It has been found out that under modern conditions, bifurcation processes in the systems of higher pedagogical and secondary school education lead to the weakening of the bonds between them. The impact of secondary school reforms on modification of pedagogical education, which is being brutally macadamized, is being greatly decreasing. At the beginning of the XXI century, an external (supranational) attractor – the Bologna Process – started influencing dramatically the development of the higher education system in Poland, in particular pedagogical which aims at ensuring the conformity of the structure and quality of Polish education with the European standards and European dimension of higher education. The results of the study include, in particular, identification of terminological differences in the works of certain Polish and Ukrainian scholars regarding the training of Music teachers; concretization of the heuristic potential of the laws of dialectics and synergetic approach concerning contradictory development of music training of teaches and pedagogical training of Music teachers in the context of historically conditioned changes within the structure of pedagogical education and cultural-musical needs of society. Keywords: Music teacher training, historical-pedagogical discourse, development of pedagogical education, musical training, school reforms, European dimension of higher education, Poland, Ukraine, national traditions.

scholarly journals A quantitative study of experiences impacting music teacher development

2019 ◽  
pp. 030573561987338 ◽  
Author(s):  
Siew Ling Chua ◽  
Graham Frederick Welch
Keyword(s):  
Work Environment ◽  
Teacher Development ◽  
Personal Growth ◽  
Music Composition ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teaching ◽  
Competency Development ◽  
Music Making ◽  
The Impact

Scholars have asserted for the need for music teachers to be engaged in music-making and have drawn links between performing and music teaching identities. Drawing on a questionnaire study ( n = 72), this article reports (a) the impact of music and non-music experiences on specialist music teachers and (b) the associations between experiences, perceived music (teaching) abilities, and their pride as music teachers. Through using a combination of descriptive and inferential statistical techniques, the study found that besides performing abilities positively impacting on music teachers’ perceived teaching abilities and their pride as music teachers, music compositional experiences also significantly impact on music teachers’ perceived teaching abilities. In addition, teachers’ other experiences in the context of their work environment are also significantly associated with their perceived teaching abilities. The implications are that more attention needs to be given to positive music composition experiences and its relationship to music teaching. Moreover, the professional and personal growth of music teachers is constituted by both musical and non-musical development aspects and is impacted by their relationship with their students and their colleagues. Therefore, professional development of music teachers should look beyond their competency development to facilitating and supporting the growth of their music teacher identities.

scholarly journals Keeping Teachers Afloat with Instructional Coaching: Coaching Structure and Implementation

2020 ◽  
Author(s):  
SIAW HUI KHO ◽  
Thapanee Khemanuwong ◽  
Shaik Abdul Malik Mohamed Ismail
Keyword(s):  
Instructional Coaching ◽  
Teaching Practice ◽  
Future Research ◽  
Effective Teacher ◽  
Intervention Component ◽  
Instructional Coaches ◽  
The Press ◽  
Teacher Professional ◽  
Articulated Models ◽  
The Impact

Despite the press for instructional coaching as a form of effective teacher professional development (TPD), there is still a need to understand what instructional coaching is and how its operations look like. Meanwhile, the coaching literature provides scant guidance particularly about the coaching implementation in the Malaysian context. For the purpose of this study, we explored the processes of instructional coaching in Sarawak, particularly focusing on conceptualising the coaching processes to fine-tune teaching practice. Employing a qualitative case study design, we conducted non-participant observations on coaching conferences of four coach-teacher pairs on a one-to-one basis. We analysed the data obtained using Braun and Clarke’s (2006) six-phase thematic analysis. The findings suggested that the coaching cycle consisted of three stages: pre-observation conference, classroom observation and post-observation conference. An additional stage of intervention was identified in the coaching cycle. Coaching support to the teachers was provided on an average of one session per month. Structuring coaching conversations was a key aspect in conducting coaching support for the teachers. For future research, we offer recommendations of larger-scale studies to discover the impact of instructional coaches that include the intervention component as a part of the coaching cycle to enhance teacher instruction and student achievement. We would also suggest studies based on comprehensive theories and empirical evidences into the development of fully articulated models of instructional coaching related to the Malaysian context.

scholarly journals The impact of school strategies and the home environment on home learning experiences during the COVID-19 pandemic in children with and without developmental disorders

2021 ◽  
Author(s):  
Elke Baten ◽  
Fieke Vlaeminck ◽  
Marjolein Mues ◽  
Martin Valcke ◽  
Annemie Desoete ◽  
...  
Keyword(s):  
Home Environment ◽  
Developmental Disorders ◽  
Learning Experiences ◽  
Autonomous Motivation ◽  
Future Research ◽  
Learning Approaches ◽  
Negative Experiences ◽  
Home Learning ◽  
Children's Home ◽  
The Impact

Using the Opportunity-Propensity Model (Byrnes, 2020; Byrnes & Miller, 2007), the current study investigated which factors helped predicting children’s home learning experiences during the COVID-19 pandemic, thereby examining differences between children with (DD; n = 779) and without (TD; n = 1443) developmental disorders. MANCOVA results indicated more negative experiences for DD children and their parents. SEM-results revealed the alignment between different teachers and autonomous motivation in children as the most important predictors for the outcome variables. Less predictors were significant for DD as compared to TD children which suggests other factors are at play in the DD group. Limitations, strengths and suggestions for future research are being discussed, together with some implications for classroom practices and remote learning approaches.

Striving for Justice with Determination and Hope

2015 ◽  
pp. 657-668
Author(s):  
Janet R. Barrett
Keyword(s):  
Social Justice ◽  
Culturally Responsive ◽  
Teaching And Learning ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Imaginative Thinking ◽  
The Times ◽  
Persuasive Arguments

Social justice is an intellectual ideal and an educational movement, as well as a fervent desire held by individuals committed to respecting the worth of persons. This epilogue situates music educators within this broad landscape of theories, perspectives, and practices. For the field to embrace socially just practices as commonplace—answering the call with determination—good work must be initiated on many fronts. Music educators can draw on the clear and persuasive arguments offered here for expanding visions of music teaching and learning, while grappling with multidimensional challenges that attend social justice. This professional transformation will depend upon imaginative thinking and critical awakening, especially in contradistinction to the pervasive neoliberal milieu of the times. Music teacher education holds special promise for developing and strengthening teachers’ commitments to equitable, culturally responsive, and liberatory practices, especially when focused on dispositions that cultivate music teachers’ sense of agency and caring.

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