Music Teacher Education Students as Cross-Age Reading Tutors in an After-School Setting

This research is motivated by the crucial development of the information technology era in changing learning paradigm from conventional to technology-based learning. The purpose of this study is to develop Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. This research is a research and development (R&D) that uses the ADDIE procedures. This study results a valid, effective and practical Edmodo-based blended learning media in learning mathematics for Elementary Teacher Education students. It is implied that Edmodo-based blended learning media can be applied by the lecturers to support learning for Elementary Teacher Education students.

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An analysis of fifty-one computer modules designed to enhance the knowledge, skills, and attitudes needed by teacher education students

10.31274/rtd-180813-9495 ◽

1991 ◽

Author(s):

Patricia Crenshaw Elmore

Keyword(s):

Teacher Education ◽

Education Students ◽

Teacher Education Students

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Pushing the Boundaries from the Inside

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

10.1093/oxfordhb/9780190671402.013.1 ◽

2019 ◽

pp. 1-22

Author(s):

Colleen Conway ◽

Shannan Hibbard

Keyword(s):

Teacher Education ◽

Preservice Teachers ◽

Music Education ◽

Best Practice ◽

Teacher Educators ◽

Music Teacher ◽

Adaptive Expertise ◽

Music Teacher Education ◽

Classroom Relationships ◽

School Based

This chapter situates the study of music teacher education within the larger body of music education and teacher education research. It problematizes the terms teacher training, teacher education, and best practice and introduces the concept of teaching as an “impossible profession.” Goals of teacher education, including reflective practice and adaptive expertise, are discussed. The chapter outlines the challenges that music teacher educators face as they try to prepare preservice teachers for the realities of P-12 school-based music education while instilling in these new colleagues a disposition toward change. It concludes with narratives that examine teachers’ descriptions of classroom relationships throughout the lens of presence in teaching as a way to remind teacher educators of the importance of their work to push the boundaries of music teacher education in order to serve the profession at large.

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

10.1093/oxfordhb/9780190671402.001.0001 ◽

2019 ◽

Cited By ~ 1

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

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

Journal of Music Teacher Education ◽

10.1177/1057083720984365 ◽

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.

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