So much more than just the music: Australian pre-service music teacher education students’ attitudes to artists-in-schools

2012 ◽  
Vol 31 (3) ◽  
pp. 243-256 ◽  
Author(s):  
Dawn Joseph ◽  
Jane Southcott
Keyword(s):  
Teacher Education ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Students ◽  
Students Attitudes ◽  
Service Music ◽  
Teacher Education Students

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 Attitudes of students of teacher studies towards music education

2019 ◽  
Vol 25 (2) ◽  
pp. 111-136
Author(s):  
Lidija Nikolić
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Education Students ◽  
Music Lessons ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Before And After ◽  
Students Attitudes ◽  
Faculty Of Education ◽  
Teacher Education Students

This paper presents the results of research on changes in attitudes towards music education among teacher education students who were exposed to vocal-instrumental lessons over the course of two semesters. The research was conducted among second-year students of teacher education (N=103) at the Faculty of Education in Osijek, Croatia. The results have shown that students’ attitudes towards music education are relatively positive both before and after exposure to music lessons. Students with choir experience had more positive attitudes towards music education. Although positive attitudes after music lessons are somewhat higher, there is no statistically significant difference between the attitudes of students before or after music lessons. Further research on attitudes towards music education is suggested across a larger population of teacher education students, over a longer period of time, and using a wider range of instruments.

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.

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