Beginning Strings

2019 ◽  
pp. 764-783
Author(s):  
Michael Hopkins ◽  
Kristen Pellegrino
Keyword(s):  
Teacher Preparation ◽  
Teacher Educators ◽  
Music Teacher ◽  
Future Research ◽  
Promising Practices ◽  
Teaching Competencies ◽  
String Education ◽  
Context Learning ◽  
Education Coursework ◽  
String Teacher

The purpose of this chapter is to describe current research and practice in beginning string instruction and teacher preparation, to provide an overview of the challenges faced by music teacher educators (MTEs), and to offer suggestions for future directions. First, the chapter provides an overview of the curriculum for beginning string education classes and identifies performance and teaching competencies needed to teach beginning strings. Next, it describes the teacher education coursework and authentic-context learning experiences commonly used to address these performance and teaching competencies. Finally, the chapter challenges and promising practices for string teacher preparation and provides suggestions for future research.

Preparing Teacher Candidates for Trauma-Informed Practices

2020 ◽  
pp. 004208592097408
Author(s):  
Emily C. Brown ◽  
Agata Freedle ◽  
Nicole L. Hurless ◽  
Rebecca D. Miller ◽  
Claire Martin ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Educational Outcomes ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Knowledge And Skills ◽  
Urban Teacher Preparation ◽  
Trauma Informed ◽  
Urban Teacher

Children who experience trauma may experience negative health and educational outcomes. Teachers are critical stakeholders in trauma-informed schools and are tasked with recognizing and responding to the needs of students who experience trauma. However, teachers face barriers to implementing trauma-informed practices, including high levels of stress and lack of preparation. This article describes training embedded in an urban teacher preparation program aimed at increasing the trauma knowledge and skills confidence of teacher candidates. Findings suggest the training helped teacher candidates increase knowledge and skills and met stated needs. Recommendations for future research and implications for teachers and teacher educators are discussed.

Music Teacher Educator Perspectives on Social Justice

2017 ◽  
Vol 65 (1) ◽  
pp. 6-24 ◽  
Author(s):  
Karen Salvador ◽  
Jacqueline Kelly-McHale
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Music Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Music Teacher ◽  
Future Research ◽  
Music Teacher Education ◽  
Students With Special Needs ◽  
School Music

Given the shifting demographics in American education, the rising likelihood of students with special needs being taught in inclusive classrooms, and the increasing openness with which students are challenging gender and sex norms, social justice has become a prevalent research topic in music education. This survey sought to investigate the perspectives of music teacher educators with regard to social justice, music education, and music teacher education. Many of the 361 respondents indicated engagement with social justice and shared methods for addressing social justice topics in music teacher education as well as describing limitations that prevented them from doing more. However, about 50% of respondents defined social justice in “difference-blind” terms. A further 10% to 15% of respondents rejected the need to address social justice topics in music teacher education, stated it was not their job, and/or described social justice as a waste of instructional time that should be spent on content. In contrast, 10% to 15% of respondents expressed a desire for assistance understanding more about social justice in school music settings and/or suggestions how to teach about social justice topics in undergraduate music teacher education. This article concludes with a discussion of these findings and suggestions for future research.

Student Teaching

2019 ◽  
pp. 508-541
Author(s):  
Christopher M. Baumgartner
Keyword(s):  
Beginning Teachers ◽  
Student Teachers ◽  
Student Teaching ◽  
Student Teacher ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Assessment Tools ◽  
Music Teacher ◽  
Future Research ◽  
Music Student

The purpose of this chapter is to describe the current research on and practice of the student teaching internship within music teacher preparation programs. First, the chapter discusses the importance of student teaching, using research-based evidence from interns, beginning teachers, and music teacher educators to inform the practice of intern placement, while highlighting the importance of finding the “right fit” among personalities, philosophies, and pedagogical approaches. Next, it provides an overview of the triadic relationship among student teacher, cooperating teacher, and university supervisor, including each individual’s unique role in the student teaching experience. The chapter then describes various structures and content of the student teaching seminar—the co-requisite course that often accompanies the internship. Finally, it addresses popular assessment practices of student teachers, include sample observation assessment tools and resources for creating meaningful music student teacher evaluations. The chapter concludes with suggestions for future research on the music student teaching internship.

Fostering Critical Reflection and Productive Dialogue in Music Teacher Education

2021 ◽  
pp. 105708372110341
Author(s):  
Adam G. Harry ◽  
Karen Salvador
Keyword(s):  
Music Education ◽  
Public Discourse ◽  
Critical Reflection ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
The Public ◽  
Political Dimensions ◽  
Political Act ◽  
Education Coursework

Because teaching is an inherently political act, it is important for music teacher educators to consider their role in the public discourse and how they approach the political dimensions of teaching with future music educators. In this interest article, we offer a theoretical basis for engaging preservice music teachers in critical reflection and productive dialogue throughout their undergraduate music education coursework. In combination with theory, we describe specific strategies for designing environments and activities that encourage students to identify and question dualistic thinking, engage with diverse ideas and perspectives, and interrogate underlying assumptions and discursive patterns in their own and others’ thinking. Increasing undergraduate student competency in critical reflection and dialogue could motivate and assist them to pass on these important skills to their future PK–12 students.

Values, Agency, and Identity in a Music Teacher Education Program

2021 ◽  
pp. 105708372110305
Author(s):  
Olivia Gail Tucker ◽  
Sean Robert Powell
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Identity Development ◽  
Music Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Music Teacher ◽  
Future Research ◽  
Music Teacher Education ◽  
Agency And Identity

Many view music teacher education as a locus for socially just transformation of music education through the development of preservice teacher agency and identity development. However, few have directly examined values in music teacher preparation programs, and values are implicit in agency. The purpose of this exploratory, intrinsic case study was to investigate the visible values in music education courses at one institution to add a new dimension to research and practice. We collected data from four instructor and five undergraduate participants through observations, interviews, and syllabus review. Themes of critical thinking, agency, student centeredness, positive teacher-student relationships, and skills and knowledge for teaching emerged from the data. Findings indicate that values may be relative in practice despite shared language among preservice teachers and music teacher educators. We provide guiding questions for program review and future research through the lens of values.

Music teacher educators’ visions of music teacher preparation in Finland, Norway and Sweden

2015 ◽  
Vol 34 (1) ◽  
pp. 49-63 ◽  
Author(s):  
Cecilia Ferm Thorgersen ◽  
Geir Johansen ◽  
Marja-Leena Juntunen
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Educators ◽  
Qualitative Interviews ◽  
Music Teacher ◽  
Music Pedagogy ◽  
Music Teacher Education ◽  
Music Teacher Preparation ◽  
Good Music ◽  
Functional Concept

In this study we investigated the visions of 12 music teacher educators who teach pedagogical courses called instrumental pedagogy and classroom music pedagogy in three music academies in Finland, Norway and Sweden. The data were collected through individual, semi-structured qualitative interviews. Drawing on Hammerness’ concept of teachers’ vision we concentrated on the educators’ visions of good music pedagogy teaching, an ideal graduate, and visions of their subject as a whole, as well as how those visions can be extended to denote some characteristics of the teaching traditions at play. The results indicated that visions were personal and not necessarily consistent between educators or across institutions. Rather, they were strongly related to, steered, and limited by established teaching traditions. We suggest that vision might constitute a functional concept in music teacher educators’ reflections on their work and that clear programme visions should be formulated in music teacher education institutions through collective collegial efforts.

Special Education Teacher Preparation for Family–Professional Partnerships: Results From a National Survey of Teacher Educators

2019 ◽  
Vol 42 (4) ◽  
pp. 320-337
Author(s):  
Kathleen B. Kyzar ◽  
Tracy Gershwin Mueller ◽  
Grace L. Francis ◽  
Shana J. Haines
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Students With Disabilities ◽  
Online Survey ◽  
Teacher Educators ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
Preparation Programs ◽  
Education Teacher

Family–professional partnerships (FPPs) are an important, federally mandated part of the American education system that benefit all students, but especially students with disabilities. Although special education teacher preparation programs offer a viable and sustainable way to enhance FPPs, little is known about the degree to which these programs address FPPs within their curricula. The purpose of this study was to examine the ways in which special education teacher preparation programs address FPPs. A total of 113 special education faculty members across 52 institutions responded to a national online survey addressing this topic. Results indicated (a) a disconnect in the value and implementation of FPP-related knowledge and skills at the program and individual faculty levels and (b) patterns of inconsistent FPP-related content coverage across undergraduate and graduate offerings as well as across FPP-specific and non-FPP-specific coursework. Implications for practice and future research are discussed.

Courses for Secondary Instruments

2019 ◽  
pp. 344-363
Author(s):  
Molly A. Weaver
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Promising Practices ◽  
Education Curriculum ◽  
Music Teacher Education ◽  
Teaching Activities ◽  
School Based ◽  
Secondary Instrument ◽  
Institutional Model

The main purpose of this chapter is to synthesize the literature regarding courses for secondary instruments in the interest of making recommendations for promising practices. The chapter also is intended to “push boundaries from within the system” of music teacher education. That is, it is intended to be a resource for those who prepare preservice music teachers (PMTs) for the realities of P-12 school-based music education and who aspire to instill in these new colleagues a disposition toward change. The chapter is divided into six sections: importance of secondary instrument courses, characteristics and configurations of secondary instrument courses, focus and content of secondary instrument courses, peer teaching activities and field experiences within secondary instrument courses, recommendations for promising practices (including professional development beyond the preservice music education curriculum and an institutional model for secondary instrument courses), and future considerations.

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.

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.

Sign in / Sign up

Export Citation Format

Share Document