Fostering Critical Reflection and Productive Dialogue in Music Teacher Education

2021 ◽  
pp. 105708372110341
Author(s):  
Adam G. Harry ◽  
Karen Salvador
Keyword(s):  
Music Education ◽  
Public Discourse ◽  
Critical Reflection ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
The Public ◽  
Political Dimensions ◽  
Political Act ◽  
Education Coursework

Because teaching is an inherently political act, it is important for music teacher educators to consider their role in the public discourse and how they approach the political dimensions of teaching with future music educators. In this interest article, we offer a theoretical basis for engaging preservice music teachers in critical reflection and productive dialogue throughout their undergraduate music education coursework. In combination with theory, we describe specific strategies for designing environments and activities that encourage students to identify and question dualistic thinking, engage with diverse ideas and perspectives, and interrogate underlying assumptions and discursive patterns in their own and others’ thinking. Increasing undergraduate student competency in critical reflection and dialogue could motivate and assist them to pass on these important skills to their future PK–12 students.

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.

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.

Shame in Music Education: Starting the Conversation and Developing Resilience

2020 ◽  
Vol 106 (4) ◽  
pp. 36-42
Author(s):  
Mara E. Culp ◽  
Sara K. Jones
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
Resilience Theory ◽  
Negative Behaviors ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
And Coping

Feelings of shame may contribute to music teachers and music teacher educators being unwilling to discuss needs and concerns for fear of being judged or seen as inadequate. Shame or fear of feeling shame can also lead individuals to withdraw or perpetuate negative behaviors. Although shame is often a natural part of the human experience, the diverse nature of the content in music education, the wide variety of learners in various music education spaces, and music teachers’ beliefs and practices can be sources of shame among music teachers. This article aims to start a conversation about shame in music education and help music educators and music teacher educators feel empowered to use shame resilience theory as a means of understanding and coping with feelings of shame.

Strategies for the Development of Music Education Philosophy for Preservice Music Teachers: A Literature Review

2021 ◽  
pp. 875512332110495
Author(s):  
Julie Myung Ok Song
Keyword(s):  
Literature Review ◽  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Teaching Practice ◽  
Music Teacher ◽  
Constructive Feedback ◽  
Education Philosophy ◽  
Stage Process ◽  
Pedagogical Approaches

The purpose of this literature review was to analyze and synthesize pedagogical approaches related to developing music education philosophy for preservice music teachers. The literature that I identified covered procedures and strategies that preservice music teachers could apply to their teaching practice. On my analysis of the existing literature, I categorized the development of a philosophy into a four-stage process of (1) discovery, (2) articulation, (3) application, and (4) reflection and revision. Results found in the literature included clear expectations and practical tools for each stage, such as dialogues, reading, writing, and constructive feedback, providing a critical view of music education philosophy and guidelines for effective teaching. Understanding the four-stage process may help preservice music teachers and music teacher educators to establish a concrete plan for the development of music education philosophy, allowing preservice music teachers to acquire more confidence in their transition to inservice teaching.

Gender and Sexual Diversity in Music Teacher Education

2019 ◽  
pp. 574-601
Author(s):  
Erin M. Hansen ◽  
Colleen A. Q. Sears
Keyword(s):  
Preservice Teachers ◽  
Sexual Orientation ◽  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Diversity Education ◽  
Music Teacher Education ◽  
Sexual Diversity ◽  
Music Classrooms

In music education, issues related to gender and sexual orientation are numerous and complex, and they have significant implications for EC-12 students, teachers, and curricula. By making preservice teachers aware of common issues related to gender and sexual orientation in music education, and equipping them with strategies to help navigate unexpected and teachable moments, preservice music teachers may better facilitate discussions about gender and sexual orientation in a way that will yield equitable, safe, democratic, and open music classrooms. This chapter will (a) provide music teacher educators with an overview of the current political and social climate for LGBTQ students and teachers, (b) present rationale for the inclusion of gender and sexual diversity education within music education, (c) illustrate different approaches to incorporating this topic into the curriculum, (d) identify common concerns of preservice music students regarding gender identity and sexual orientation, and (e) provide resources for further study.

Creative Musical Activities in Undergraduate Music Education Curricula

2020 ◽  
pp. 105708372094846
Author(s):  
Erik S. Piazza ◽  
Brent C. Talbot
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Survey Instrument ◽  
Music Teacher ◽  
Education Majors ◽  
Perceived Importance ◽  
Low Exposure ◽  
Music Education Majors ◽  
Musical Activities

Music education majors report low exposure to creative musical activities (CMAs) despite increased discourse surrounding the inclusion of CMAs in standards, curricula, publications, and practice. The purpose of this study was to compare preservice music teachers’ (PMT) and music teacher educators’ (MTE) experiences with CMAs. We used an anonymous survey instrument to explore definitions, perceived importance and preparedness, and the incorporation of CMAs within undergraduate music education curricula. MTEs and PMTs valued the inclusion of CMAs in preK–12 curricula, PMTs felt most prepared to teach arranging and least prepared to teach composing with their future preK–12 students, and PMTs valued and desired more opportunities to practice CMAs in undergraduate curricula. MTEs should consider integrating these activities as regular components in undergraduate music curricula.

Developing Music Education Policy Wonks: Preservice Music Education and Policy

2019 ◽  
Vol 29 (2) ◽  
pp. 78-88
Author(s):  
Carla E. Aguilar ◽  
Christopher K. Dye
Keyword(s):  
Preservice Teachers ◽  
Music Education ◽  
Professional Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Education Student ◽  
Pedagogical Expertise ◽  
Private Lives ◽  
Music Education Policy

The typical undergraduate music education student is focused on developing their musicianship and leadership abilities, professional education competencies, and specific pedagogical expertise. While these are desirable outcomes of a music education degree, music teachers must learn how to effectively interact with a range of policies that will influence how they navigate their professional and private lives. The purpose of this article is to outline and explore mechanisms to engage preservice teachers with educational policies and policy-related practices. We discuss resources for learning about federal and state policies related to education and music education and strategies for interfacing with policymakers. We suggest models that integrate policy topics into existing coursework and new curricular structures that may facilitate the development of “scholar-musicians.” Implications of music teacher educators bringing their role as politically active citizens into the classroom and adding political knowledge to the expectations placed on new teachers are considered.

Introduction

2021 ◽  
pp. 1-16
Author(s):  
Matthew L. Garrett ◽  
Joshua Palkki
Keyword(s):  
Music Education ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Educators ◽  
Music Teacher ◽  
School Music ◽  
And Gender ◽  
Service Music

The Introduction emphasizes the idea that music educators teach people through the art of music. The authors acknowledge their positionality in the LGBTQ and music education communities. They seek to elevate the voices of trans and gender-expansive (TGE) persons so that TGE stories may educate and inform pre-service music teachers, professional music teachers, and music teacher-educators. Two principal goals of the book are established: (a) celebrate and honor TGE persons in their own voices, and (b) create a resource with and for music teacher colleagues. The authors introduce their TGE collaborators and school music teacher collaborators working with TGE students. A book outline is provided.

Elementary General Music Teachers’ Preparation in Classroom Management

2021 ◽  
pp. 105708372110621
Author(s):  
Jennifer Potter Gee
Keyword(s):  
Music Education ◽  
Classroom Management ◽  
Teacher Educators ◽  
Music Teachers ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
General Music ◽  
Course Content ◽  
Elementary General Music ◽  
Management Preparation

The purpose of this study was to examine elementary general music teachers’ classroom management preparation within music teacher education programs. Participants ( N = 341) were active elementary general music teachers as identified by the National Association for Music Education (NAfME). Descriptive data included frequencies, percentages, and cross-tabulations. The most frequently reported sources of classroom management preparation were mentoring from a licensed teacher and supervised fieldwork, while creating classroom rules and expectations and teaching procedures were the most frequent examples of within-course content. Participants were most satisfied with their preparation received through licensed teacher mentoring and supervised fieldwork. Implications for music teacher educators are presented.

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