Pre-service Music Teachers’ Perceptions of Peer Feedback Practices in Designing a Lesson Plan

2020 ◽  
Vol 49 (1) ◽  
pp. 125-143
Author(s):  
Su-Young Bae
Keyword(s):  
Music Teachers ◽  
Lesson Plan ◽  
Peer Feedback ◽  
Teachers Perceptions ◽  
Service Music

Pre-service music teacher perceptions of peer feedback

2019 ◽  
pp. 1321103X1986229
Author(s):  
Roy M Legette ◽  
Johanna Royo
Keyword(s):  
Music Education ◽  
Teacher Perceptions ◽  
Peer Feedback ◽  
Music Teacher ◽  
Methods Course ◽  
Teachers Perceptions ◽  
Service Music ◽  
Vantage Points ◽  
Music Education Majors ◽  
Giving Feedback

The purpose of this case study was to examine pre-service music teachers’ perceptions of peer feedback from two different vantage points (giving and receiving). Music education majors ( N = 4) enrolled in a choral music teaching methods course were asked to develop a series of lessons over a semester, teach them to their peers, and provide oral and written feedback. Each student also participated in five post-lesson interviews. Participants expressed appreciation for receiving and giving feedback and perceived feedback from peers as more empathetic than feedback received from the instructor. All participants reported that peer feedback was helpful and most felt that time together helped them feel more comfortable and supported. Implications for teaching and research are discussed.

Cooperating Teachers’ Perceptions of Hosting and Mentoring Music Student Teachers

2018 ◽  
Vol 28 (2) ◽  
pp. 84-97
Author(s):  
Alden H. Snell ◽  
Jill Wilson ◽  
Carolyn S. Cruse
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
Cooperating Teachers ◽  
Music Teachers ◽  
Music Educators ◽  
Mixed Methods Study ◽  
Online Questionnaire ◽  
Teachers Perceptions ◽  
Teacher Skills ◽  
Service Music

Researchers have demonstrated the importance of professional development experiences for in-service music educators that are content-specific and that cultivate meaningful partnerships with higher education faculty and preservice music teachers. The purpose of this mixed-methods study was to explore cooperating teachers’ perceptions related to hosting and mentoring student teachers. We interviewed 13 cooperating teachers to document their views. Based on interview results, we created and distributed an online questionnaire, with 102 cooperating teachers from five U.S. regions responding. Cooperating teachers’ motives for hosting student teachers were largely altruistic, and they identified various student teacher skills and university supervisor supports as being important. We suggest that the immersive experience of serving as a cooperating teacher may be a form of professional development.

scholarly journals A study on family support perceived by pre-service music teachers in musical instrument education

2020 ◽  
Vol 15 (5) ◽  
pp. 1191-1203
Author(s):  
Gozde Yuksel ◽  
Güçlü Onur
Keyword(s):  
Music Education ◽  
Family Support ◽  
Music Teachers ◽  
Fine Arts ◽  
Musical Instrument ◽  
Measurement Tool ◽  
Teachers Perceptions ◽  
Service Music ◽  
Faculty Of Education ◽  
Academic Year

The aim of this study is to determine how pre-service music teachers perceive family support during the process of individual musical instrument training. The study group of the research consists of undergraduate pre-service music teachers studying at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education Fine Arts Education Department Music Education as a major in the 2019-2020 academic year. The "Perceived Family Support Scale in Instrument Education" developed by Girgin (2015) was used as a measurement tool in the study. Percentage, frequency, arithmetic mean, standard deviation values and Shapiro-Wilk, Mann-Whitney U and Kruskal-Wallis H tests were used in the analysis of the data. As a result of the research, it was determined that pre-service music teachers' perceptions of family support and sub-dimensions in musical instrument training were at a good level. In addition, it was concluded that the pre-service music teachers' perceived level of family support was higher in cases in which the parents were married, any of the parents was engaged in a branch of fine arts, and any of the parents had an instrument experience. Keywords: family support, musical instrument training, musical education

scholarly journals Pre-service Music Teachers’ Metaphorical Perceptions of the Concept of a Music Teaching Program

2017 ◽  
Vol 6 (3) ◽  
pp. 273
Author(s):  
Deniz Beste Cevik Kilic
Keyword(s):  
Content Analysis ◽  
Qualitative Data ◽  
Music Teachers ◽  
Fine Arts ◽  
Study Data ◽  
Music Teaching ◽  
Teaching Program ◽  
Teachers Perceptions ◽  
Survey Form ◽  
Service Music

This study was intended to reveal pre-service music teachers’ perceptions of the concept of a “music teaching program” with the use of metaphors. Its sample included 130 pre-service music teachers in the Music Teaching Program of Fine Arts Teaching Department in Balıkesir University’s Education Faculty. The study data were collected by having the participants complete the sentences: “The music teaching program is like... because...” and “The music teaching program is similar to... because....”. The study’s qualitative data were collected using a survey form with open-ended questions. Subsequently, the data were interpreted using content analysis. The pre-service music teachers produced 30 metaphors. These metaphors were classified into six conceptual groups based on their shared aspects. The study concluded that pre-service music teachers explained the concept of a “music teaching program” using a variety of metaphors.

scholarly journals Chinese Pre-service Music Teachers’ Perceptions of Augmented Reality-Assisted Musical Instrument Learning

2021 ◽  
Vol 12 ◽  
Author(s):  
Bing Mei ◽  
Shuxia Yang
Keyword(s):  
Teacher Training ◽  
Augmented Reality ◽  
Music Teachers ◽  
Training Programme ◽  
Musical Instrument ◽  
Music Teacher ◽  
Small Scale ◽  
Teachers Perceptions ◽  
Intention To Adopt ◽  
Service Music

Given the rapid growth of music technology, this study reports Chinese pre-service music teachers’ perceptions of musical instrument learning assisted by augmented reality (AR). In this study, we conducted a small-scale case study with six pre-service teachers enrolled in a music teacher training programme at a comprehensive university in China. Participants engaged in semi-structured, face-to-face interviews after hands-on experiences with an AR-based piano learning app. Thematic analysis revealed that the participants were generally aware of the potential of this instructional approach but doubted its efficacy and exhibited weak intention to adopt it in their future classrooms. Implications of the findings for music teacher training are discussed.

Elementary General Music Performances and Teachers’ Perceptions of Stress

2021 ◽  
pp. 875512332110104
Author(s):  
Jennifer Potter
Keyword(s):  
Time Management ◽  
Music Teachers ◽  
Management Control ◽  
Elementary Music ◽  
General Music ◽  
Teachers Perceptions ◽  
Time Control ◽  
Elementary General Music ◽  
And Performance ◽  
The Impact

The purpose of investigation was to examine the perceptions of elementary music teachers concerning the preparation of elementary music performances and the impact on their perceived stress. Participants were practicing elementary general music teachers ( N = 3) representing three different elementary schools from a metropolitan area in the Midwest. All participants were interviewed twice over a period of two months via Zoom. Data were analyzed through an open coding process (Gibbs, 2007), which yielded three themes: time management, control, and isolation. Facets of time management included strategic planning, organizational techniques, and instructional time; control concerned scheduling, repertoire selection, equipment, and performance venues; and isolation pertained to relationships with colleagues and administrators and an overwhelming amount of responsibility. These findings indicate the importance of acknowledging various stressors affecting music educators and how those might positively and negatively affect teachers and students.

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