A Mixed-Methods Investigation of Preservice Music Teaching Efficacy Beliefs and Commitment to Music Teaching

2017 ◽  
Vol 65 (2) ◽  
pp. 237-257 ◽  
Author(s):  
Stephanie Prichard
Keyword(s):  
Mixed Methods ◽  
Music Education ◽  
Music Teachers ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Two Dimensions ◽  
Music Teaching ◽  
Education Students ◽  
Course Experiences ◽  
The Impact

The purpose of this study was to investigate the music teaching efficacy beliefs and commitment to teaching of preservice music teachers enrolled in an introductory music education course. Also explored was the impact of introductory music education course experiences on preservice music teachers’ music teaching efficacy beliefs and commitment to teaching. This study was conducted in a sequential explanatory mixed-methods design, organized into two strands (Strand I: Quantitative, Strand II: Qualitative). Introductory music education students ( N = 684) from 41 National Association of Schools of Music–accredited institutions participated in Strand I, with a nested sample of 24 interviewees participating in Strand II. Preservice music teachers’ efficacy beliefs were interpreted as having two dimensions: music teaching efficacy beliefs and classroom management efficacy beliefs. Mixed-methods analyses indicated that introductory music education students’ music teaching efficacy beliefs may have been impacted by a variety of course experiences, including individual mentoring, peer teaching, and field experience. Participants’ commitment to teaching may have been strengthened by mentoring, although instances of weakened commitment were rare. Additional findings included the types and qualities of experiences perceived by participants as influential to music teaching efficacy beliefs or commitment.

scholarly journals Music Teacher Dispositions: Self-Appraisals and Values of University Music Students

2018 ◽  
Vol 66 (1) ◽  
pp. 111-125 ◽  
Author(s):  
Robert H. Woody ◽  
Danni Gilbert ◽  
Lynda A. Laird
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Teacher Dispositions ◽  
Music Students ◽  
Music Majors ◽  
Education Majors ◽  
Music Teaching ◽  
Education Students ◽  
Music Education Majors

For music teachers to be most effective, they must possess the dispositions that best facilitate their students’ learning. In this article, we present and discuss the findings of a study in which we sought to explore music majors’ self-appraisals in and the extent to which they value the disposition areas of reflectivity, empathic caring, musical comprehensiveness, and musical learnability orientation. Evidence from a survey of 110 music majors suggested that music education students possess and value the dispositions of reflectivity, musical comprehensiveness, and musical learnability orientation more highly after they have matured through their college careers. Additionally, based on their responses to music teaching scenarios, it appears that senior music education majors possess greater empathic caring than do their freshman counterparts.

scholarly journals The well-being of music educators during the pandemic Spring of 2020

2021 ◽  
pp. 030573562110420
Author(s):  
Peter Miksza ◽  
Kelly Parkes ◽  
Joshua A Russell ◽  
William Bauer
Keyword(s):  
Music Education ◽  
Student Learning ◽  
Music Teachers ◽  
Teaching Efficacy ◽  
Well Being ◽  
Music Educators ◽  
Teachers Perceptions ◽  
Teaching Context ◽  
The Status ◽  
The Impact

The COVID-19 pandemic disrupted many aspects of life, including the instructional practices of music educators. The purpose of this study was to examine music teachers’ well-being following the disruptions in schooling that resulted from the pandemic in the Spring of 2020. We also investigated how disruptions may have affected music teachers’ perceptions of their efficacy and the status of the profession. A questionnaire was completed by 2,023 music teachers who were members of the National Association for Music Education. We collected data related to (a) demographic and institutional information, (b) well-being, (c) teaching efficacy, (d) the impact of the pandemic upon the profession, and (e) the impact of the pandemic upon student learning. The questionnaire included the PERMA Profiler, a measure of well-being, and a portion of the Depression, Anxiety, and Stress Scale (DASS-21). Both PK–12 and collegiate teachers reported significantly lower levels of overall well-being and significantly higher levels of depression than published norms. Additional analyses examined the relationship of individual difference and teaching context variables to the well-being measures, perceptions of teaching efficacy, and perceptions of the pandemic’s impact on student learning.

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.

The method of emotional education in music teaching

2021 ◽  
pp. 002072092098355
Author(s):  
Hui Hong ◽  
Weisheng Luo
Keyword(s):  
Middle School ◽  
Music Education ◽  
Teaching Methods ◽  
Music Teachers ◽  
Aesthetic Education ◽  
Music Teaching ◽  
True Meaning ◽  
School Music ◽  
Teaching Music ◽  
Emotional Education

Wang Guowei, a famous scholar and thinker in our country, thinks that “aesthetic education harmonizes people's feelings in the process of emotional music education, so as to achieve the perfect domain”, “aesthetic education is also emotional education”. Therefore, in the process of music education, emotional education plays an important role in middle school music teaching, and it is also the highest and most beautiful realm in the process of music education in music teaching. Music teachers should be good at using appropriate teaching methods and means. In the process of music education, they should lead students into the emotional world, knock on their hearts with the beauty of music, and touch their heartstrings. Only when students' hearts are close to music in the process of music education, can they truly experience the charm of music and realize the true meaning of music in the process of music education. Only in this way can music classes be effectively implemented The purpose of classroom emotion teaching.

Music Therapy Knowledge and Interest: A Survey of Music Education Majors

2020 ◽  
Vol 57 (4) ◽  
pp. 455-474
Author(s):  
Lori F Gooding ◽  
D Gregory Springer
Keyword(s):  
Music Education ◽  
Music Therapy ◽  
Music Teachers ◽  
Degree Programs ◽  
Education Majors ◽  
Education Students ◽  
Career Option ◽  
Key Factor ◽  
Career Options ◽  
Music Education Majors

Abstract Music teachers play an important role in exposing students to career options in the field of music. As a result, there is a need to explore music education students’ interest in and knowledge of music therapy. The purpose of this study was to investigate music education students’ exposure to, knowledge of, and willingness to promote music therapy as a career option for prospective collegiate students. A survey was given to 254 music education majors from four research institutions, two with and two without music therapy degree programs. Participants answered demographic, yes/no, Likert-type scale, and open-ended questions about their exposure to, knowledge of, and willingness to promote careers in music therapy. Results indicate that exposure to music therapy occurred in both pre-collegiate and college settings, and that music teachers appear to be influential in exposing students to music therapy. Students often sought out information on music therapy independently, which played an important role in how individuals learned about music therapy, though it has the potential of providing misinformation. Significant differences were found in participants’ knowledge and willingness to promote music therapy as a career option based on the presence of music therapy degree programs. Exposure seemed to be a key factor in music therapy knowledge and promotion; thus, music therapists need to ensure accurate dissemination of music therapy-related information in both pre-collegiate and college settings. Increasing the visibility of the field has the potential to expand interest and potentially attract young musicians well suited for a career in music therapy.

scholarly journals Music Teacher Rankings of Selected Core Teaching Practices

2019 ◽  
Vol 29 (1) ◽  
pp. 86-99
Author(s):  
J. Si Millican ◽  
Sommer Helweh Forrester
Keyword(s):  
Music Education ◽  
Teaching Practices ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Music Teaching ◽  
Pedagogical Content ◽  
Technical Vocabulary ◽  
History Of ◽  
Service Music

There is a decades-long history of music education researchers examining characteristics and skills associated with effective teaching and assessing how preservice music teachers develop those competencies. Building on studies of pedagogical content knowledge and the professional opinions of experienced music educators, researchers are now attempting to identity a body of core music teaching practices. We asked experienced in-service music teachers ( N = 898) to think about the skills beginning music teachers must possess to investigate how respondents rated and ranked selected core music teaching practices in terms of their relative importance. Developing appropriate relationships with students, modeling music concepts, and sequencing instruction were the top core teaching practices identified by the group. Results provide insights into knowing, naming, and framing a set of core teaching practices and offer a common technical vocabulary that music teacher educators might use as they design curricula and activities to develop these foundational skills.

Exploring Access, Intersectionality, and Privilege in Undergraduate Music Education Courses

2019 ◽  
Vol 29 (2) ◽  
pp. 22-37
Author(s):  
Samuel Escalante
Keyword(s):  
Preservice Teachers ◽  
Social Justice ◽  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Education Students ◽  
Teachers Beliefs ◽  
Basic Qualitative Study ◽  
Education Courses

Music teacher educators often work to prepare preservice music teachers to be socially conscious and adopt dispositions toward teaching in socially just ways. Preservice teachers’ beliefs, attitudes, and dispositions toward social justice issues may not be sufficiently challenged, however, unless coursework is appropriately conceived. I designed a three-part workshop to introduce and explore the concepts of access, intersectionality, and privilege, and then conducted a basic qualitative study to examine undergraduate music education students’ understandings of and attitudes toward sensitive social justice issues, as well as their experiences with the workshop. I found that exploring sociological concepts related to social justice through interactive activities and allowing students safe methods for expressing themselves, such as journaling, may facilitate the adoption of positive dispositions among preservice teachers toward toward social justice issues.

Psychometric Properties of the Turkish Adaptation of the Mathematics Teacher Efficacy Belief Instrument for In-Service Teachers

2011 ◽  
Vol 14 (2) ◽  
pp. 956-966 ◽  
Author(s):  
Bulent Cetinkaya ◽  
Ayhan Kursat Erbas
Keyword(s):  
Teacher Efficacy ◽  
Psychometric Properties ◽  
Mathematics Teachers ◽  
Mathematics Teacher ◽  
Mathematics Teaching ◽  
Close Association ◽  
Teaching Efficacy ◽  
Efficacy Beliefs ◽  
Two Dimensions ◽  
Efficacy Belief

Teaching efficacy beliefs have attracted researchers' attention in recent decades because of its close association with and potential impact on the implementation of new ideas and skills in education. In the present study, we have explored the psychometric properties and construct validity of the Turkish adaptation of the Mathematics Teacher Efficacy Belief Instrument developed by Enochs, Smith, & Huinker (2000) for in-service mathematics teachers. The instrument distinguishes between two dimensions of efficacy beliefs for mathematics teachers: personal mathematics teaching efficacy and mathematics teaching outcome expectancy. The sample consisted of 1355 in-service elementary school teachers and middle school mathematics teachers from 368 schools. Exploratory and confirmatory factor analysis revealed a two-factor structure similar to that found in other studies. Also, scores from the two subscales indicated acceptable internal consistency.

scholarly journals ENHANCING PERFORMANCE AND ATTITUDES TOWARDS INSTRUCTIONAL PLANNING AMONG HIGHER DIPLOMA SCIENCE TEACHERS USING COGNITIVE APPRENTICESHIP MODE

2019 ◽  
Vol 3 (20) ◽  
Author(s):  
Suzan Mahmoud Abu-Hudra
Keyword(s):  
Preservice Teachers ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching Strategies ◽  
Teaching Efficacy ◽  
Cognitive Apprenticeship ◽  
Efficacy Beliefs ◽  
Science Teaching Efficacy ◽  
The Impact ◽  
Personal Science Teaching Efficacy

The focus of the expert interaction in a cognitive apprenticeship is on developing cognitive skills of reflection through discourse and application of knowledge. The propose of this study explanatory a method for enhancing the effectiveness of cognitive apprenticeship theory for improving personal science teaching efficacy beliefs of higher diploma preservice teachers. The research is based on the study of the impact of cognitive apprenticeship in studying science materials. The study involved 22 teachers (20-30 years) enrolled in 14-week Science teaching strategies course in the high general diploma in Science and Humanities College-Jubail, Imam Abdulrahman Bin Faisal University, Saudi Arabia. The instrument contained 23 items and divided into two sub-scales: 13 items measuring personal science teaching efficacy PSTE and 10 items measuring science teaching outcome efficacy STOE. The quantitative findings showed a continuous statistically significant linear increase between before and after course measures of PSTE. However, a slight decrease in their PSTE was observed in the final post-course measure that is a commonly observed long-term effect after many educational interventions. A t-test determined that the decline was not statistically significant, indicating that teaching internship had no significant effect on the preservice teachers' science teaching efficacy beliefs. The study provides a significant evidence to suggest that the preservice teachers perceived that their learning experience in the Science teaching strategies course by cognitive apprenticeship methods was unique when compared to before teaching methods courses taken.    

Research-to-Resource: Applying a Self-Care Framework to Music Education

2021 ◽  
pp. 875512332110569
Author(s):  
John Rine A. Zabanal
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Relevant Literature ◽  
Self Care ◽  
Preventive Health Care ◽  
Well Being ◽  
Two Dimensions ◽  
The Self ◽  
Physical And Mental Health ◽  
Professional Self

Self-care is a topic that has gained traction among helping professionals. It is considered a preventive health care measure used to promote physical and mental health as well as personal well-being. In this article, I use a self-care framework created for social workers and adapt it to music educators with the intention of aiding music teachers in practicing and maintaining their own self-care. The self-care framework is categorized into two dimensions—personal and professional self-care—which each contains various domains. Pragmatic strategies grounded in relevant literature in music education are described in each category within the self-care framework. By providing a self-care framework and relevant strategies, I aim to improve knowledge of self-care practices of music teachers.

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