scholarly journals Exploring Key Competencies and Professional Development of Music Teachers in Primary Schools in the Era of Artificial Intelligence

2021 ◽  
Vol 2021 ◽  
pp. 1-9
Author(s):  
Xian Zhao ◽  
Zhenjie Guo ◽  
Shanqin Liu
Keyword(s):  
Artificial Intelligence ◽  
Professional Development ◽  
Music Education ◽  
Learning Community ◽  
Primary Schools ◽  
Music Teachers ◽  
Education Management ◽  
The Status ◽  
Key Competencies ◽  
The Times

Artificial intelligence (AI) has introduced new era elements to the connotation of key competencies and professional development of music teachers in primary schools. The education management department in the AI era has flawed systems for the professional development of music teachers in primary schools. To assist music teachers in primary schools fulfill the development needs of the development of the times and enhance the quality of music education in primary schools, the status and income of music teachers in primary schools warrant improvement, and the system should be upgraded to promote the implementation of key competencies. Moreover, the related system construction of music teachers in primary schools should be reinforced by rationally arranging teachers, workload and creating a teacher learning community, in order to guide schools to provide a suitable environment for teachers, key competencies and professional development. Furthermore, methods like strengthening teachers, awareness of independent development and augmenting professional identity should be adopted to prompt teachers to comprehensively enhance their key competencies and professional development.

Professional Development for the Experienced Music Educator: A Review of Recent Literature

2018 ◽  
Vol 37 (3) ◽  
pp. 12-19
Author(s):  
Karen Koner ◽  
John Eros
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Music Teachers ◽  
Recent Literature ◽  
Music Educators ◽  
Initial Examination ◽  
Professional Development Needs ◽  
Emerging Themes ◽  
Teachers Professional Development ◽  
K 12

There is a rich body of literature on professional development in music education, including research that has examined the professional development needs of experienced music teachers specifically. In fact, music teachers’ professional development needs may be affected by their degree of experience in the profession. The purpose of this literature review is to examine scholarship during the period 2007 to 2017 about the professional development needs of experienced K–12 music educators. Initial examination of literature in this area shows two emerging themes, including changing needs throughout the career and informal interactions among music educators, being highly effective.

scholarly journals Musical Education in Urban Primary Schools of Russia in the Second Half of the 19th – Early 20th Centuries

2019 ◽  
Vol 7 (3) ◽  
pp. 151-162
Author(s):  
Nina P. Rikhter
Keyword(s):  
Music Education ◽  
Urban Schools ◽  
Primary Schools ◽  
Folk Songs ◽  
Musical Instruments ◽  
Modern Music ◽  
Musical Education ◽  
Teaching Aids ◽  
The Status ◽  
Compulsory Subject

In this article, in order to find ways to develop modern music education, the experience of musical education of pupils in primary schools in the second half of the 19th – early 20th centuries, in particular, in urban primary schools under the “Regulation of 1872”, is examined. Despite the fact that singing and playing musical instruments were not included in the curriculum of urban schools and were taught outside the classroom time, various examples of teaching singing and playing musical instruments to pupils of urban schools in different regions of Russia are given in the work. The work shows that in a number of schools, for example, in Moscow urban schools, serious attention was paid to music education, singing was a compulsory subject. In some schools, for those who wish, in addition to basic subjects and more often for a small fee, training in playing musical instruments was organized. The article addresses the purpose, content, methods, forms of teaching singing, teaching aids, the use of musical instruments in the lessons, the educational level of teachers, analyzes the change in the status of the subject of singing in the process of reforming the primary education system and transforming urban schools into higher primary schools. The study shows, for example, that one of the main goals of the training was to develop and strengthen the morals of pupils. The content of the training was composed of church chants, prayers, hymns, secular patriotic songs, folk songs, and musical deed. This article may be may be interesting to music education historians, scientists and teachers, university students.

An investigation into the status of Thailand’s music education systems and organisation

2020 ◽  
pp. 1-14
Author(s):  
Vitchatalum Laovanich ◽  
Yootthana Chuppunnarat ◽  
Monsikarn Laovanich ◽  
Skowrung Saibunmi
Keyword(s):  
Music Education ◽  
Mixed Methods Research ◽  
Basic Education ◽  
Educational Background ◽  
Musical Instruments ◽  
School Directors ◽  
Education Management ◽  
Sequential Mixed Methods ◽  
Education Commission ◽  
The Status

Abstract The purpose of this exploratory sequential mixed methods research is to (1) analyse research on the problems in music education management in Thailand in the past 5–10 years and (2) explore the current resources of music education in Thai institutions under the Office of The Basic Education Commission (OBEC). The study found that (1) the problems regarding music education in Thailand were lack of experts, lack of music curriculum, lack of musical instruments and proper classrooms, administration systems, lack of budget, lack of music-related activities and disagreement in the perceptions of school directors and teachers; and (2) under the OBEC, there were 30,112 schools in total with 6,781,130 students in the 2018 academic year. As for music teachers, the majority, 68.9%, possess an educational background in music or music education. Overall, most of the schools of all sizes tend to lack Thai, Western and Thai folk musical instruments.

scholarly journals Qui decideix sobre la música a l’escola? Investigant l’equilibri entre perfils professionals i projectes escolars.

2020 ◽  
Author(s):  
Anna Ma. Sambola ◽  
Albert Casals
Keyword(s):  
Music Education ◽  
Primary Schools ◽  
Music Teachers ◽  
Qualitative Case Study ◽  
Methodological Approach ◽  
Mission Statements ◽  
Music Teacher ◽  
Teaching Staff ◽  
School Year

This article reflects on the figure of the music teacher in the design of the school subject music education and as part of primary education mission statements and plans. In this qualitative case study of Joan Juncadella school in Barcelona, the data was collected through a literature review and interviews and observations of music classes and classes in other subjects, during the course of one school year. The data was contrasted with data from the two other primary schools in Barcelona: Nabí and Els Encants. The findings suggest that when specialist (music) teachers have a stable position as members of teaching staff, this has an important influence on the focus of music education that may be even more noticeable than the influence of teachers on the school’s general methodological approach.

scholarly journals INNOVATIVE MUSIC EDUCATION IN CHINA: THEORY AND PRACTICE

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Huiqi Quan ◽  
Li Jia
Keyword(s):  
Music Education ◽  
Primary Schools ◽  
Music Teachers ◽  
Educational Innovation ◽  
Theory And Practice ◽  
Innovative Teaching ◽  
Observation Methods ◽  
School Music ◽  
Education Innovation ◽  
Innovative Education

Educational innovation is the method and method of implementing innovative education, and it is a dynamic process. This study uses questionnaires, interviews, and observation methods to investigate the current situation of primary school music teachers’ classroom teaching .The author selected 14 primary schools with a total of 56 music teachers; each school selected different classes in the 2nd and 5th grades, with 50 students in each grade as the survey subjects, in order to obtain the validity and comprehensiveness of the data.As an educational concept, innovative education is essentially to improve the innovative quality of students and teachers. The implementation of innovation education and music education innovation has become a new growth point for quality education. Innovative teachers are the driving force of music education innovation. Innovative teaching methods and methods are not only the external manifestation of music education innovation, but also the focus. To adapt to the requirements of the new era, music education innovation is a strategic choice facing the 21st century.

scholarly journals Exploring motivation in music teachers: the case of three primary schools in Spain

2020 ◽  
Vol 37 (3) ◽  
pp. 196-206
Author(s):  
Rolando Angel-Alvarado ◽  
Olga Belletich ◽  
Miguel R. Wilhelmi
Keyword(s):  
Music Education ◽  
Primary Schools ◽  
Teacher Motivation ◽  
Music Teachers ◽  
External Factors ◽  
Music Teacher ◽  
Teaching Tasks ◽  
Psychological Scales ◽  
Practical Implications ◽  
Pedagogical Methods

AbstractMusic teachers enjoy carrying out teaching tasks; indeed, such pleasure may be perceived even when authoritarian pedagogical methods are applied. In this study, we will explore music teacher motivation in classroom settings, collecting data from three educators through psychological scales, lesson observations and personal interviews. Results indicate that teacher motivation in classroom settings is affected by five internal and five external factors. Therefore, the study allows concluding that teacher motivation is also satisfied or thwarted by ideas that school members have about music education. Some practical implications are suggested.

scholarly journals Professional Development of Music Teacher in China: Practice and Challenges

2021 ◽  
Vol 3 (3) ◽  
pp. p44
Author(s):  
Duan Yuexin
Keyword(s):  
Professional Development ◽  
Music Education ◽  
Curriculum Reform ◽  
Music Teachers ◽  
Basic Education ◽  
Music Teacher ◽  
Chinese Government ◽  
Confucian Culture ◽  
Vital Component ◽  
Teachers Professional Development

Since 2001, national basic education curriculum reforms have been instituting to meet the demands of quality-oriented education in China. Due to this nationwide reform proposed to cultivate students’ moral, intellectual, physical and aesthetic development, music education which is a vital component of aesthetic education has received considerable critical attention from Chinese government. In the last two decades, the argument of significance of teachers’ professional development (PD) in curriculum reform has led a growing trend towards practice aimed to promote PD of music teachers in China. This paper presents an analysis of challenges the music teacher PD practice has met. Based on the discussion, it must be suggested that policymakers, school principals, PD program providers should increase attention to the effectiveness of music teacher PD programs and take available measures. This paper contributes to ongoing discussions about factors to be considered in designing PD programs for music teachers in countries or societies under the influence of Confucian culture. Potential areas of further work include exploring the factors restricting the effectiveness of music teacher PD programs in China and the framework of high-quality PD program for music teachers in the context of Confucian culture.

New legislation in Brazilian music education: Studying the law and its implementation

2016 ◽  
Vol 35 (1) ◽  
pp. 79-92
Author(s):  
Dwight Manning ◽  
Marilia Kamil
Keyword(s):  
Public Schools ◽  
Music Education ◽  
Music Teachers ◽  
School Curriculum ◽  
Music Educators ◽  
Educational History ◽  
National School ◽  
The Status ◽  
Private And Public ◽  
Research Findings

In 2008, Brazilian legislators approved a law that added music on a mandatory basis to the basic national school curriculum. Despite the possibilities afforded by this legislation, music educators affirm that many questions remain due to its ambiguity. Given the 2012 deadline for the implementation of this law, there is a need to understand how it was enacted across diverse settings. This study considers the implementation from the perspective of music teachers. Thus, in this interview study, we seek to understand the status of music education throughout the country according to the perspectives of music educators from private and public schools. Such perspectives are situated within reviews of educational history, legislation, policy, and research. Findings point toward the need to (a) address a shortage of music teachers; (b) better define the preparation of professional music educators; and (c) identify pedagogies which are likely to have the greatest impact in implementing this new law.

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