A Longitudinal Study of Preservice Music Teacher Development

2013 ◽  
Vol 61 (1) ◽  
pp. 44-62 ◽  
Author(s):  
Peter Miksza ◽  
Margaret H. Berg
Keyword(s):  
Teacher Preparation ◽  
Teacher Development ◽  
Student Teaching ◽  
Music Teachers ◽  
Study Data ◽  
Music Teacher ◽  
Teaching Context ◽  
Music Teacher Preparation ◽  
Basic Competencies ◽  
Practicum Experience

The purpose of this study was to investigate the development of preservice music teachers’ concerns using Fuller and Bown’s model. Participants were 8 instrumental teachers who participated in the previous Berg and Miksza (2010) study. Data sources included goals essays, journals, a midterm growth plan, and teaching observation reports with accompanying lesson plans that were collected over a 1.5-year period. The participants expressed less concern for self-survival and more concern for making an impact on students as time progressed from their junior-level practicum experience to the end of student teaching. Concerns regarding basic competencies and professionalism ultimately gave way to specific contextual aspects of the participants’ teaching placements and more nuanced instructional issues. Results indicated that the focus of the participants’ concerns also was greatly affected by their teaching context. Implications for music teacher preparation as well as extensions of Fuller and Bown’s model are discussed.

Comparing Field-Teaching Experiences: A Longitudinal Examination of Preservice and First-Year Teacher Perspectives

2017 ◽  
Vol 65 (3) ◽  
pp. 264-286 ◽  
Author(s):  
Sarah J. Bartolome
Keyword(s):  
Teacher Preparation ◽  
Service Learning ◽  
Student Teaching ◽  
Music Teacher ◽  
Teacher Preparation Program ◽  
First Year ◽  
Job Interviews ◽  
Observation Process ◽  
Wide Range ◽  
Music Teacher Preparation

The purpose of this longitudinal study was to examine preservice and first-year music educators’ perspectives on fieldwork activities embedded within a music teacher preparation program. One cohort of students was tracked for 2.5 years as they participated in an elementary teaching practicum, fulfilled the student teaching internship, and ultimately entered the field. Drawing on data from a previous study of the same cohort’s perceptions of a service-learning project (2013), this report provides a comparative analysis of the students’ evolving perceptions of fieldwork over time. The perceived transfers of emergent skills and dispositions to the first year of practice also are explored with particular attention to the voices of first-year teachers. Findings suggested a wide range of benefits associated with each type of fieldwork, including overlapping and unique constructs. Perceived collective transfers included comfort and experience, habits of self-reflection, skills and knowledge for job interviews, and comfort with the observation process. These findings may assist higher education professionals as they design field-teaching activities and make informed decisions about best practices in music teacher preparation.

Lessons from Lithuania: Teacher beliefs and behaviors in teaching young children to sing

2019 ◽  
Vol 38 (4) ◽  
pp. 593-612
Author(s):  
Debra G. Hedden
Keyword(s):  
Music Teachers ◽  
Study Data ◽  
Music Teacher ◽  
Successful Teachers ◽  
Music Teacher Preparation ◽  
School Music ◽  
Naturalistic Case Study ◽  
And Behaviors ◽  
Case Study Data

The purpose of this naturalistic case study was to uncover beliefs and behaviors of successful teachers who produced excellent children’s singing in Lithuania. The research questions guiding the study were: What particular beliefs did music teachers hold about their ability to teach children to sing and the necessary components to teach children good singing? What specific behaviors did music teachers exhibit and embrace in public and singing school music classes to achieve good singing that is accurate, tuneful, resonant, expressive, and in head voice? In this naturalistic case study, data from informants ( N =18) consisted of interviews ( n = 12) and observations in their classrooms ( n = 22) and concerts ( n =7) in an urban area in a city in Lithuania. The conceptual framework underpinning the study was supported by the data, relating to their beliefs and behaviors about their knowledge and skill in teaching, their use of a variety of teaching strategies, and their use of highly sequenced literature. Of most importance was that they emphatically lived their beliefs in order to achieve success with children’s singing. Implications are offered that relate to music teacher preparation.

Band Project: A Model for Service Learning

2019 ◽  
Vol 38 (2) ◽  
pp. 37-45
Author(s):  
Laura K. Sindberg
Keyword(s):  
Teacher Preparation ◽  
Service Learning ◽  
Music Education ◽  
Student Teaching ◽  
Instrumental Music ◽  
Cultural Awareness ◽  
Research Question ◽  
Music Educators ◽  
Music Teacher ◽  
Music Teacher Preparation

Real-world experiences, such as situated learning, fieldwork, and student teaching have been among the most prevalent examples employed in teacher preparation programs. Despite the increasing evidence in support of service learning in music teacher preparation, there are a limited number of models specific to instrumental music education. The purpose of this study was to explore the experiences of participants in one such model, called Band Project. Participants included preservice music educators, young band students, and one lead teacher who also served as the instrumental music teacher at the school. The research question that guided this investigation was as follows: In what ways do participants in an afterschool band project describe their experience? Four themes emerged from analysis of data: (a) Relationships and Community, (b) Challenges and Tensions, (c) Aspirations, and (d) Transformations. Findings reinforced the importance of service learning for preservice music educators, particularly amid growing concerns for cross-cultural awareness, inclusion, and social justice in music teacher preparation.

Music Teacher Preparation for Teaching Children With Exceptionalities

2019 ◽  
pp. 543-557
Author(s):  
Ryan M. Hourigan ◽  
Alice M. Hammel
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Music Education ◽  
Music Teachers ◽  
Special Education Teacher ◽  
Music Teacher ◽  
Education Teacher ◽  
Music Teacher Preparation ◽  
Working Together

This chapter examines a framework for special education teacher preparation within music teacher education. According to the National Center for Educational Statistics, as of the 2013–2014 academic year, 6.5 million students representing 13% of all public school children qualify for special education services. This was an increase from 4.7 million, or 11%, in 1990–1991. Music education and special education share similar challenges with teacher preparation. Finding, preparing, and developing a qualified workforce in special education presents one of the field’s biggest challenges. The first logical place to examine pathways to successful preparation for music teachers is the literature focused on teacher preparation in special education. Brownell (2005) proposes a framework for special education teacher preparation that includes crafting impactful field experiences, working together (collaboration), examining outcomes of teacher education, and focusing on inclusion and cultural diversity.

Perceptions of Beginning Teachers, Their Mentors, and Administrators Regarding Preservice Music Teacher Preparation

2002 ◽  
Vol 50 (1) ◽  
pp. 20-36 ◽  
Author(s):  
Colleen Conway
Keyword(s):  
Teacher Preparation ◽  
Music Education ◽  
Beginning Teachers ◽  
Music Teacher ◽  
Teacher Preparation Program ◽  
First Year ◽  
Preparation Program ◽  
First Year Teachers ◽  
Validity Of Results ◽  
Music Teacher Preparation

The purpose of this study was to evaluate the preservice music teacher preparation program at a large midwestem university (in this article called “BTU” for “Big Ten University”) through an examination of the perceptions of beginning teachers and their mentors and administrators. Primary research participants included seven first-year teachers from BTU's class of 1999 and seven first-year teachers from the class of 2000. Data from these participants included individual interviews, focus group interviews, teacher journals, classroom observations by the researcher, mentor interviews, administrator interviews, and responses on an open-ended “End-of-Year Questionnaire.”In addition, secondary participants (n = 11) completed the End-of Year Questionnaire regarding their first-year experiences and the teacher preparation program. Results and discussion include descriptions of the perceptions regarding the most valuable parts of preparation and the least valuable parts of preparation, as well as suggestions for preservice teacher preparation made by teachers, mentors, administrators, and the researcher. Issues of validity of results and transferability of findings to other settings are discussed in addition to possible implications for teacher education and music education program evaluation research.

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