‘Opening the doors to multiculturalism’: Australian pre-service music teacher education students’ understandings of cultural diversity

2009 ◽  
Vol 11 (4) ◽  
pp. 457-472 ◽  
Author(s):  
Dawn Joseph ◽  
Jane Southcott
Keyword(s):  
Teacher Education ◽  
Cultural Diversity ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Students ◽  
Service Music ◽  
Teacher Education Students ◽  
The Doors

Developing and renewing music teacher competences: prospects and challenges

2018 ◽  
Vol 4 (8) ◽  
pp. 225-233
Author(s):  
Jolanta Lasauskiene
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Continuous Improvement ◽  
Music Teachers ◽  
Music Teacher ◽  
Professional Activity ◽  
Music Teacher Education ◽  
Teacher Competences ◽  
Service Music ◽  
And Training

The topic of music teacher education and training raises many issues for discussion. The purpose of the present study was to analyse the approach of pre-service music education teachers towards their professional activity and to discuss their expectations within the context of the competence-based education. Thirty four students (international and national), all pre-service music teachers studying in Lithuanian University of Educational Sciences, were included. The results indicated that generally the expectations of students were (more or less) in line with the principles of the competence-based initial music teacher education. Prospective music teachers describe their professional activity as broad and multidimensional but they also emphasise the importance of personal and ethnic values, implementation of general, subject-specific and professional competences and continuous improvement. It has been revealed that in music education it is particularly important to combine orientation towards pedagogical activities with orientation towards the spread of the learner’s personality. Keywords: Competence-based education, music teacher education, competences, student’s expectations, Lithuania.

scholarly journals Self-directed Learning in Music Teacher Education: Perspectives from Pre-service Music Teachers in South Korea

2020 ◽  
Vol 9 ◽  
pp. 29-41
Author(s):  
Jihae Shin
Keyword(s):  
Teacher Education ◽  
Music Teachers ◽  
Teacher Education Program ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Graduate Teacher Education ◽  
Service Music ◽  
The Impact

This aim of this study is to investigate the perspectives of Korean pre-service music teachers on self-directed thesis seminar conducted in the graduate teacher education program. This research focused on 1) the attitude of pre-service music teachers towards self-directed thesis seminar and 2) the impact of self-directed thesis seminar on the progress of the pre-service music teachers’ performance. Ten pre-service music teachers participated in the researcher’s thesis seminar. The results demonstrated that most of the participants were anxious and insecure in managing the various educational resources as well as monitoring the progress of their study. However, the self-directed thesis seminar has indirectly provided the participants with a new learning environment to manage their own goals, initiate their own learning, and responsible for their own progress and outcomes. The findings also showed that collaborative learning is essential as an instructional approach in self-directed learning to enable the participants to share their views from different perspectives and develop critical thinking.

Edmodo-Based Blended Learning Media in Learning Mathematics

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Yullys Helsa ◽  
Ary Kiswanto Kenedi
Keyword(s):  
Information Technology ◽  
Teacher Education ◽  
Research And Development ◽  
Blended Learning ◽  
Elementary Teacher ◽  
Elementary Teacher Education ◽  
Education Students ◽  
Learning Mathematics ◽  
Study Results ◽  
Teacher Education Students

This research is motivated by the crucial development of the information technology era in changing learning paradigm from conventional to technology-based learning. The purpose of this study is to develop Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. This research is a research and development (R&D) that uses the ADDIE procedures. This study results a valid, effective and practical Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. It is implied that Edmodo-based blended learning media can be applied by the lecturers to support learning for Elementary Teacher Education students.

Pushing the Boundaries from the Inside

2019 ◽  
pp. 1-22
Author(s):  
Colleen Conway ◽  
Shannan Hibbard
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Best Practice ◽  
Teacher Educators ◽  
Music Teacher ◽  
Adaptive Expertise ◽  
Music Teacher Education ◽  
Classroom Relationships ◽  
School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

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