Preservice Music Educators’ Perceptions of In-Person and Asynchronous Online Fieldwork Experiences

2021 ◽  
pp. 105708372110612
Author(s):  
Emily M. Mercado
Keyword(s):  
Community Of Inquiry ◽  
Teacher Educators ◽  
Lesson Plan ◽  
Music Educators ◽  
Teaching Presence ◽  
Music Teacher ◽  
Instrumental Case Study ◽  
Asynchronous Instruction ◽  
Fieldwork Experience

The purpose of this instrumental case study was to examine preservice music educators’ (PMEs) perceptions of a semester-long fieldwork experience first delivered in person and then asynchronously online. Using the community of inquiry (CoI) framework, I analyzed the PMEs’ perceptions of their teaching presence in both fieldwork experiences. Participants cited benefits and challenges with lesson plan organization, in-person and asynchronous instruction, and building consensus about effective teaching. Notably, the asynchronous fieldwork provided a non-reactive environment where the script and delivery of content took precedent over a rehearsal mindset, which was more responsive and occurred during the in-person fieldwork. Based on these findings, music teacher educators might consider asynchronous fieldwork when in-person fieldwork is unavailable or as a stepping stone to prepare PMEs for in-person fieldwork experiences.

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.

Confronting the Contradictions: A Case Study of Early Childhood Teacher Development in Neoliberal Times

2009 ◽  
Vol 10 (3) ◽  
pp. 240-259 ◽  
Author(s):  
Christopher P. Brown
Keyword(s):  
Early Childhood ◽  
Teacher Development ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Early Learning ◽  
Early Childhood Teacher ◽  
Reform Process ◽  
Instrumental Case Study ◽  
The Impact

As neoliberal polices that emphasize governing the modern state through market-based principles expand across the globe, they are altering the training of early childhood teacher candidates. This creates a range of challenges for those teacher educators who are critical of this reform process. This article presents an instrumental case study that examined the impact of neoliberal education reforms on the development of a sample of early education teacher candidates. Analyzing this case of teacher development offers teacher educators the opportunity to consider the practical and critical steps they might take to better prepare their candidates for these reforms. Doing so will help teacher candidates develop early learning experiences for their children that teach them to become engaged democratic citizens rather than compliant consumers within the neoliberal state.

scholarly journals Initiating mobilizing networks: Mapping intercultural competences in two music teacher programmes in Israel and Finland

2018 ◽  
Vol 40 (1) ◽  
pp. 67-88 ◽  
Author(s):  
Laura Miettinen ◽  
Claudia Gluschankof ◽  
Sidsel Karlsen ◽  
Heidi Westerlund
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Teacher Educators ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Instrumental Case Study ◽  
The Arts ◽  
Educational Challenges ◽  
Holistic Understanding ◽  
Group Interviews

Societies worldwide are becoming more aware of the educational challenges that come with increased cultural diversity derived from ethnic, linguistic, religious, socioeconomic and educational differences and their intersections. In many countries, teacher education programmes are expected to prepare teachers for this reality and develop their intercultural competences. This instrumental case study is based on a project that aims to initiate mobilizing networks between two music teacher programmes to explore intercultural music teacher education. In this study, we map the intercultural competences that are required of music teacher educators and that are provided in the music education programmes at two higher music education institutions in Israel and Finland. The data consists of 11 focus group interviews with music teacher educators at the Levinsky College of Education in Tel Aviv and the Sibelius Academy of the University of the Arts Helsinki, conducted by a multinational research team. The data was analysed abductively, using content analysis as a method. While the interviewed teacher educators could articulate many aspects of their own intercultural competences or the lack of them, the findings indicate that in musical diversity and teaching students from different musical backgrounds the teacher educators found it difficult to explain what kinds of intercultural competences their respective programmes provided for the students. Based on the findings, there is a need for a more holistic understanding of intercultural competences in music teacher education as well as how our institutions produce power. There is also a need for the teacher educators in the programmes to collaborate and discuss among each other in order to create “knowledge communities” and to move towards addressing intercultural issues.

Designing a pre-service CLIL teacher education program

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 173-193
Author(s):  
Katarzyna Brzosko-Barratt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Mentor Teachers ◽  
Instrumental Case Study ◽  
Early Primary ◽  
The University

This paper is a part of a larger instrumental case study exploring the process of creating a CLIL teacher education program for early primary level at the University of Warsaw. The paper identifies some challenges related to program design and describes areas of growth of student teachers specifically related to CLIL planning instruction. The data were collected over a period of five years and included interviews and focused groups with student teachers, teacher educators and mentor teachers as well as the analysis of CLIL units created by the student teachers.

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.

scholarly journals Professional reflexivity and the paradox of freedom: Negotiating professional boundaries in a Jewish Ultra-Orthodox female music teacher education programme

2021 ◽  
pp. 025576142198892
Author(s):  
Heidi Westerlund ◽  
Sidsel Karlsen ◽  
Alexis Kallio
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Education Programme ◽  
Music Teacher ◽  
Music Teacher Education ◽  
Teacher Education Programme ◽  
Professional Boundaries ◽  
Instrumental Case Study ◽  
Jewish Music ◽  
Cultural Boundaries

Embracing an ethos of sharing music and practices across cultural boundaries, the multicultural vision of music (teacher) education has paid scarce attention to the paradox of freedom that arises between such freedoms and the complex politics that frame and constrain teachers’ choices and values. In this article, we explore these demands of professional reflexivity through an instrumental case study of music teacher educators working in an all-female, Ultra-Orthodox Jewish music teacher education programme in Israel. Through a thematic analysis of data generated together with six teacher educators, we illustrate how their context-responsive approaches to developing programme visions engage with processes of censorship and cultural translation, as teachers work to align their professional boundaries within established religious boundaries. This boundary-matching and hybridity required may be seen to result in intense processes of professional reflexivity that raises questions as to how all teacher education programme visions might engage with the moral order of a society and highlights the need for international music teacher education to develop a critical, reflexive awareness of how values shape professional work.

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.

Supporting Beginning Music Teachers: The Development of the Oklahoma Music Educators Association Mentorship Program

2019 ◽  
Vol 29 (3) ◽  
pp. 10-23
Author(s):  
Christopher M. Baumgartner
Keyword(s):  
Music Education ◽  
Beginning Teachers ◽  
Teacher Educators ◽  
Music Educators ◽  
Music Teacher ◽  
First Year ◽  
Mentorship Program ◽  
Education Leaders ◽  
President Elect ◽  
Survey Responses

In the fall of 2016, leadership in the Oklahoma Music Educators Association (OkMEA) recognized the need for a formal, music mentorship program for beginning educators. I provide a detailed description of how the mentorship co-chairs, president, immediate past president, and president-elect of OkMEA designed and implemented a statewide music teacher mentorship program. Interviews, documents, and participant survey responses highlighted the rationale for program creation as well as characteristics of program design, recruitment, and implementation that resulted in successes and challenges during the first year. Music teacher educators and music education leaders charged with designing MEA-sponsored mentorship programs in other states should carefully consider how they address participant recruitment, mentor preparation, communication with and among program participants, community-building among beginning teachers, and long-term funding needed for program sustainability.

The Music Educator's Unique Sphere of Influence

2021 ◽  
pp. 635-654
Author(s):  
Jane M. Kuehne
Keyword(s):  
Critical Race Theory ◽  
Music Education ◽  
Teacher Development ◽  
Teacher Educators ◽  
Critical Role ◽  
Music Educators ◽  
Music Teacher ◽  
Sphere Of Influence ◽  
K 12 ◽  
Changing Schools

Music educators often teach every child in school. This is especially true in elementary settings and often true in K-12 school settings. In addition, they teach students for many years. As a result, they can play a critical role in their students' personal as well as educational development. This chapter provides an overview of culturally responsive practices related to several areas including critical race theory, restorative justice, racism, challenges in music education, pre-service teacher development, changing schools, and data from the author's previously unpublished study on pre-service educator views. In addition, this chapter provides suggested actions that music teacher educators must embrace to help develop the most responsive music educators.

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