Influences on teacher efficacy of preservice music educators

2021 ◽  
pp. 025576142098624
Author(s):  
Ryan A Fisher ◽  
Nancy L Summitt ◽  
Ellen B Koziel ◽  
Armand V Hall
Keyword(s):  
Teacher Efficacy ◽  
Music Education ◽  
Scale Score ◽  
Music Performance ◽  
The United States ◽  
Music Teacher ◽  
Predictor Variables ◽  
Education Students ◽  
Education Programs ◽  
Convenience Sample

The purpose of this study was to explore the factors that influence preservice music teacher efficacy. Participants in this study were undergraduate music education students ( N = 124), a convenience sample taken from six mid-South university music education programs in the United States. To explore the factors influencing preservice music teacher efficacy, a survey was sent to participants. The survey consisted of demographic information (race, gender, classification, etc.), questions about the predictor variables, and the Preservice Music Teacher Efficacy Scale (PMTES). Multiple regression revealed that the predictor variables accounted for 38% ( R2 = .38; adjusted R2 = .33) of the variance in the PMTES. Professional Disposition Scale score (β = .35, p < .001) and Music Performance Efficacy Scale score (β = .39, p < .001) contributed the greatest to the regression model. Based on these findings, music teacher education programs may consider implementing a type of professional disposition measurement throughout music education students’ undergraduate education. The results also reinforce the importance of developing music performance skills as part of a music education program.

Diversifying Musical Experiences in Schools and Music Teacher Preparation Programs

2019 ◽  
pp. 891-901
Author(s):  
Robert H. Woody ◽  
Mark C. Adams
Keyword(s):  
United States ◽  
Music Education ◽  
Popular Music ◽  
The United States ◽  
Music Teacher ◽  
Education Programs ◽  
Preparation Programs ◽  
Music Making ◽  
Large Ensembles ◽  
Classical Traditions

This chapter discusses the innate differences between vernacular music-making cultures and those oriented in Western classical traditions, and suggests students in traditional school music education programs in the United States are not typically afforded opportunities to learn skills used in vernacular and popular music-making cultures. The chapter emphasizes a need to diversify music-making experiences in schools and describes how vernacular musicianship may benefit students’ musical development. It suggests that, in order for substantive change to occur in music education in the United States, teachers will need to advance beyond simply considering how to integrate popular music into their traditional large ensembles—and how preservice music teacher education programs may be the key to help better prepare teachers to be more versatile and philosophically open to teaching a more musically diverse experience in their future classrooms.

Measuring Dispositions in Preservice Music Educators

2019 ◽  
pp. 869-899
Author(s):  
Kelly A. Parkes ◽  
Gary K. Ritcher ◽  
Paul F. Doerksen
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
The United States ◽  
Basic Program ◽  
Music Teacher ◽  
Habits Of Mind ◽  
Education Students ◽  
Preparation Programs ◽  
Self Evaluation ◽  
Historical Perspectives

The goal for this chapter is to share a body of research in music teacher education with colleagues who are tasked with measuring preservice music teacher dispositions. Dispositions can be seen as habits of mind and accompanying actions. Additionally, we hope this information will help university music education students to identify which dispositions to adopt and which to act on. Music teacher educators can no longer assume that the “I’ll know it when I see it” approach to understanding beliefs and behaviors in music education students is reasonable. For example, in the United States, accrediting bodies expect to review evidence that music education students have acquired and display the appropriate dispositions that underlie success in teaching. Furthermore, the collection of such data is part of basic program self-evaluation and improvement strategies that music teacher educators need to perform in the work they undertake. Music teacher educators have articulated a need to establish and measure whether their students have the appropriate habits of mind and deliberative actions that will support them throughout their careers as teachers. The chapter consists of three sections: a review of theoretical and historical perspectives on dispositions; an introduction and review of the work of Kelly A. Parkes, Gary K. Ritcher, and Paul F. Doerksen; and an overview of their endeavors in the measurement of dispositions. The chapter illustrates the need for measures and provides examples of measures that have been developed. This chapter is designed to be relevant to both music teacher educators and students in music teacher preparation programs.

The Oxford Handbook of Preservice Music Teacher Education in the United States

2019 ◽  
Keyword(s):  
United States ◽  
Teacher Education ◽  
Music Education ◽  
State Level ◽  
The United States ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Faculty ◽  
Song Writing ◽  
Faculty And Administrators

The Oxford Handbook of Preservice Music Teacher Education in the United States aims to work from within the profession of music teacher education to push the boundaries of P-12 music education. In this book, we will provide all of those working in music teacher education—music education faculty and administrators, music researchers, graduate students, department of education faculty and administrators, and state-level certification agencies—with research and promising practices for all areas of traditional preservice music teacher preparation. We define the areas of music teacher education as encompassing the more traditional structures, such as band, jazz band, marching band, orchestra, choir, musical theater, and elementary and secondary general music, as well as less common or newer areas: alternative string ensembles, guitar and song-writing, vernacular and popular music, early childhood music, and adult learners

Music Teacher Education Program Practices: Preparing Teachers to Work With Diverse Learners

2021 ◽  
Vol 30 (2) ◽  
pp. 51-64
Author(s):  
Mara E. Culp ◽  
Karen Salvador
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Music Education ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Music Educators ◽  
Diverse Learners ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Education Programs

Music educators must meet the needs of students with diverse characteristics, including but not limited to cultural backgrounds, musical abilities and interests, and physical, behavioral, social, and cognitive functioning. Music education programs may not systematically prepare preservice teachers or potential music teacher educators for this reality. The purpose of this study was to examine how music teacher education programs prepare undergraduate and graduate students to structure inclusive and responsive experiences for diverse learners. We replicated and expanded Salvador’s study by including graduate student preparation, incorporating additional facets of human diversity, and contacting all institutions accredited by National Association of Schools of Music to prepare music educators. According to our respondents, integrated instruction focused on diverse learners was more commonly part of undergraduate coursework than graduate coursework. We used quantitative and qualitative analysis to describe course offerings and content integration.

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.

Measuring pre-service music teachers’ creative identities: a cross-cultural comparison of the United States and Singapore

2019 ◽  
Vol 36 (02) ◽  
pp. 197-210
Author(s):  
Clint Randles ◽  
Leonard Tan
Keyword(s):  
United States ◽  
Music Education ◽  
Popular Music ◽  
Music Teachers ◽  
Music Performance ◽  
The United States ◽  
Music Listening ◽  
Music Making ◽  
Creative Identity ◽  
Service Music

AbstractThe purpose of this study was to examine and compare the creative musical identities of pre-service music education students in the United States and Singapore. The Creative Identity in Music (CIM) measure was utilized with both US and Singapore pre-service music teacher populations (n = 274). Items of the CIM relate to music-making activities often associated with creativity in music education in the literature, including composition, improvisation and popular music performance. Results suggest, similar to findings of previous research, that while both populations are similar in their degree of creative music-making self-efficacy and are similarly willing to allow for creativity in the classroom, Singaporean pre-service music teachers value the areas of creative identity and the use of popular music listening/performing within the learning environment to a significantly greater extent (p &lt; 0.0001) than their US counterparts.

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.

Effect of Sex Identification on Instrument Assignment by Band Directors

2004 ◽  
Vol 52 (2) ◽  
pp. 130-140 ◽  
Author(s):  
Christopher M. Johnson ◽  
Erin E. Stewart
Keyword(s):  
Music Education ◽  
Online Survey ◽  
The United States ◽  
Sex Identification ◽  
Band Directors ◽  
Education Students ◽  
Beginning Band ◽  
Band Students ◽  
Full Head ◽  
A Site

The purpose of this study was to investigate the effect of sex identification on the assignment of instruments to beginning band students. Participants were band directors solicited at music conferences and music education students solicited from major universities across the United States. Participants completed an online survey about instrument assignments. Half the participants were sent to a Web site that had full-head pictures of eight students and assigned them to one of six beginning band instruments. The other half of the participants were given a site address that had pictures of the same students, but only the lips and dental aspects of the students' faces were visible. Results indicated that the ability to identify the sex of subjects only had an effect on the assignment of an instrument for one of the eight students. Furthermore, when data were analyzed factoring in the sex of the respondent, one other difference became apparent. Since this difference was for the sole African-American stimulus, it is possible that this difference may have been related to the student s race. These findings show that, generally, differences in instrument assignment were not linked to the subjects' ability to identify the sex of the student.

A Historical Overview of Music Teacher Education in the United States

2019 ◽  
pp. 43-66 ◽  
Author(s):  
Phillip M. Hash
Keyword(s):  
United States ◽  
Teacher Education ◽  
World War Ii ◽  
Music Education ◽  
19Th Century ◽  
The United States ◽  
Colleges And Universities ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Public And Private

This chapter examines the history of music teacher education in the United States from its humble beginnings in the 19th century through the varied preservice and advanced programs offered today. The chapter describes the evolution of the field over the past 200 years and speculates on the future of the profession through a historical lens. Most music teachers of the 18th and early 19th centuries received little formal preparation in either music or pedagogy and earned most of their living in a trade. Around 1830, music teacher education began on an institutional basis in singing conventions, teacher institutes, and private academies. State normal schools and some conservatories extended this work in the mid-19th century by offering instruction in pedagogy and “public school music.” Colleges and universities followed suit around 1900 and, two decades later, began awarding undergraduate and graduate degrees in music education. These programs expanded a great deal through World War II and continued to develop in response to changing needs, values, and priorities of society. Today, initial preparation is highly accessible through public and private colleges and universities throughout the country. The same is true of graduate-level instruction, which will likely become more prevalent as institutions continue to develop fully online master’s and doctoral programs.

Popular music in preservice music education: Preparedness, confidence and implementation

2020 ◽  
Vol 4 (1) ◽  
pp. 41-60 ◽  
Author(s):  
Sandra Hamilton ◽  
Jennifer Vannatta-Hall
Keyword(s):  
Music Education ◽  
Popular Music ◽  
Teacher Educators ◽  
Classical Music ◽  
The United States ◽  
Music Educators ◽  
Music Teacher ◽  
Students Attitudes ◽  
Training Programmes ◽  
K 12

This study examined popular music in preservice music teacher training programmes in the United States. The researchers explored types of courses and programmes offered in undergraduate music education programmes to prepare future music teachers to teach popular music. Quantitative data revealed trends in the inclusion of popular music within undergraduate music education programmes, determined music teacher educators’ perceptions of their students’ attitudes towards using popular music in the general music classroom, and examined the types of popular music pedagogy needed for preservice music educators. Qualitative data ascertained perceived confidence levels of graduates to utilize popular music. Results revealed that western classical music is the focus for the majority of music educators’ undergraduate degree programmes and that often music teacher preparation programmes ignore popular music study. Bridging the gap between western classical and popular music would help prepare teachers to include and value all types of music in K-12 music education.

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