The Complexity of the Teaching Profession in Music Education

2020 ◽  
Author(s):  
Tímea Szűcs
Keyword(s):  
Music Education ◽  
Primary Schools ◽  
Teaching Profession ◽  
Special Situation ◽  
Teaching Career ◽  
Office Staff ◽  
Teaching Activities ◽  
The Relationship ◽  
Pedagogical Methods

The complexity of the teaching profession can be seen in the relationship between various people as they work together with students, colleagues, management and office staff. In addition, the different personalities and attitudes of the children fundamentally determine the structure and effectiveness of lessons as well as applied pedagogical methods. The complexity can also be approached through the diversity of teaching activities. Besides lessons and administration, the duties of the teacher include organizing various school and city events, competitions, programs, trips and camps. The music teacher’s individual lessons involve yet another type of interaction between teacher and student, and this special situation adds complexity to a teaching career. This essay explores the specific situations and challenges that characterize a music teacher's career. Keywords: teaching, complexity, pedagogical methods, music education, primary schools of arts

scholarly journals Musical education in the primary schools of Hungary, Romania, Serbia and Slovakia

2018 ◽  
Vol 64 (2) ◽  
pp. 67-76
Author(s):  
Judit Váradi
Keyword(s):  
Music Education ◽  
Primary Schools ◽  
Formal Education ◽  
Classical Music ◽  
School Students ◽  
Educational Structure ◽  
Live Music ◽  
The Everyday ◽  
The Relationship

The study is a part of international research, the aim of which was to examine a less known aspect of music education in four Central European countries: Hungary, Romania, Serbia and Slovakia. The research focused on school students aged between 8 and 12, N=805. The study explored the educational structure and curricula of the participating countries. It also put the emphasis on the teaching methods for introducing music to student; furthermore, it examined the presentation of live music. In the course of our research we examined the role of social variants with regard to the cultural activities of the children. Moreover, we explored the correlation between parental cultural capital and children’s interest in classical music. Another important aspect of our study was the international comparison focusing on the differences and similarities in music education between various countries. The third issue examined in detail was the relationship between the formal and non-formal education, i.e. how the extra-curricular education (such as experience pedagogy and concert pedagogy) can become part of the everyday pedagogical work of the schools.

scholarly journals La política de ingreso a la carrera docente en México: Resultados de una supuesta idoneidad

2018 ◽  
Vol 26 ◽  
pp. 5 ◽  
Author(s):  
Graciela Cordero Arroyo ◽  
Jose Alfonso Jimenez Moreno
Keyword(s):  
Primary Schools ◽  
Large Scale ◽  
Teaching Profession ◽  
Educational Quality ◽  
Teaching Performance ◽  
Teaching Career ◽  
Educational Levels ◽  
Teaching Function ◽  
Professional Teaching ◽  
Large Scale Tests

As a consequence of the Mexican Educational Reform of 2013, the educational system allows the entry into teaching in presschools and primary schools to professionals without preservice teacher education, as long as they demonstrate their suitability through two large-scale tests. This article describes and analyzes the implementation of the tests used in the evaluation of admission to the professional teaching service at these educational levels, and in addition, presents empirical evidence of the results of the process of entering the teaching career as a basis to question the alleged suitability in the evaluation results, both nationally and in a federal entity in the northwest of the country. Two references are observed that define the suitability of the teaching performance. The first is an instrument called Profiles, Parameters and Indicators, which serves as a general ideal of what is expected by the teaching function. The second, the standards defined in the measurement process itself. The conclusion addresses the need to review the process of evaluation of the admission to the teaching career in Mexico, as well as to analyze the implications for the devaluation of the teaching profession and the desired educational quality that the entry of professionals without the appropriate training can bring.

scholarly journals The Impact of Occupational Stress on Job Satisfaction Among Kenyan Primary School Teachers

2018 ◽  
Vol 6 (01) ◽  
Author(s):  
Emily Jepkoech Koros ◽  
John M. Momanyi ◽  
Carolyne K. Chakua
Keyword(s):  
Job Satisfaction ◽  
Primary School ◽  
Occupational Stress ◽  
Primary Schools ◽  
Teaching Profession ◽  
School Teachers ◽  
Primary School Teachers ◽  
Study Results ◽  
The Impact ◽  
The Relationship

Teaching profession has been hit by high teacher turnover and attrition resulting in shortage of teachers in primary schools. The purpose of this study was to determine the impact of occupational stress on job satisfaction among primary school teachers in Nandi County, Kenya.  The main objective was to find the relationship between occupational stress and job satisfaction. This study adopted the explanatory survey research design. The study targeted a total of 1652 primary school teachers. Simple random sampling technique was used to select a sample of 312 teachers. The main data collection instrument was a questionnaire for the teachers. The data collected was analysed through the use of SPSS by regressing and correlating occupational stress and job satisfaction in order to determine the strength of the relationship. The study results indicated that there was a positive relationship between occupational stress and job satisfaction (β = .527, p = .000). The coefficient of determination (R2 =  .452) for the estimated model indicated that 45.2% of the deviations in occupational stress contribute towards job satisfaction among  primary school teachers. A majority of the primary school teachers are dissatisfied with teaching and if given an opportunity would leave teaching for other professions. The study recommends that it is imperative of government and other stakeholders in education to ensure a high level of career satisfaction for highly qualified and experienced teachers.

scholarly journals Exploring motivation in music teachers: the case of three primary schools in Spain

2020 ◽  
Vol 37 (3) ◽  
pp. 196-206
Author(s):  
Rolando Angel-Alvarado ◽  
Olga Belletich ◽  
Miguel R. Wilhelmi
Keyword(s):  
Music Education ◽  
Primary Schools ◽  
Teacher Motivation ◽  
Music Teachers ◽  
External Factors ◽  
Music Teacher ◽  
Teaching Tasks ◽  
Psychological Scales ◽  
Practical Implications ◽  
Pedagogical Methods

AbstractMusic teachers enjoy carrying out teaching tasks; indeed, such pleasure may be perceived even when authoritarian pedagogical methods are applied. In this study, we will explore music teacher motivation in classroom settings, collecting data from three educators through psychological scales, lesson observations and personal interviews. Results indicate that teacher motivation in classroom settings is affected by five internal and five external factors. Therefore, the study allows concluding that teacher motivation is also satisfied or thwarted by ideas that school members have about music education. Some practical implications are suggested.

scholarly journals Impact of Music Education at Colleges of Education on Primary School Pupils in Nanumba North District

2020 ◽  
Vol 8 (05) ◽  
pp. 1383-1407
Author(s):  
Charles Agyei Amoah ◽  
Eric Kwadzo Klutse ◽  
Eddison Foster Mawusi ◽  
Solomon Sukpen
Keyword(s):  
Teacher Preparation ◽  
Music Education ◽  
Primary School ◽  
Student Teachers ◽  
Primary Schools ◽  
Qualitative Method ◽  
Colleges Of Education ◽  
Creative Arts ◽  
Primary School Pupils ◽  
The Relationship

This paper presents how music education in the Colleges of Education influences the teaching of Music and Dance on the primary school. This study aimed to evaluate the training of the student-teachers in preparation to teach Music and Dance as well as to explore the relationship between Music Education at the Colleges of Education and the primary schools. Qualitative method was used and data were obtained through interviews and observations. Fifteen (15) respondents were selected from three (3) schools in the Nanumba North District – Bimbila were randomly sampled for the study. Findings revealed that the amount of training or preparation received in Colleges of Education has been inadequate and has no influence on what entails in the Creative Arts (Music and Dance) syllabus. Hence making teachers handicapped in handling Music and Dance lessons. The work recommends that more attention should be given to teacher preparation in Music and Dance in terms of contents and the methodology to meet the demands of Creative Arts (Music and Dance) syllabus. Also, there should be a revision of subjects that comprise Creative Arts in the Colleges to conform to Creative Arts in the primary school.

scholarly journals Stanisław Keturakis – Litwin w służbie rosyjskiej oświaty na terenie guberni piotrkowskiej w latach 1895–1914

2020 ◽  
pp. 123-143
Author(s):  
Dariusz Złotkowski
Keyword(s):  
19Th Century ◽  
Primary Schools ◽  
Private Property ◽  
Teaching Profession ◽  
Living Conditions ◽  
Teaching Career ◽  
Teachers College ◽  
Last Stage ◽  
The 19Th Century

At the end of the 19th century, the teaching profession was the aspiration of many peasant sons. The position of a teacher ensured a modest but quite stable income. A Lithuanian, born in 1989, Stanislaw Keturakis, was one of graduates of the Teachers’ College in Wejwery near Kaunas. This institution offered a state scholarship. In return for this financial help, its graduates had to accept posts in primary schools determined by educational authorities. A few graduates of this school, mostly Lithuanians, were sent to work in village schools of Piotrków province. One of them, Stanislaw Keturakis, began his first teaching job in a school in Jedlno. He was confronted with difficult living conditions, the school was only planned to be built. At this time, he married Józefa Birsztejn and they had two sons: Eugeniusz Józef (1901) and Zdzisław Aleksander (1904). Peasants perceived teachers as tsarist officials. In 1901, S. Keturakis was transferred to Mstów, to work as a teacher, then to Wancerzów, and again back to Jedlno. Taking over a position of a teacher in Zagórze (1907) was clearly a promotion. The school belonged to the private property of Grand Duke Michael Alexandrovich of Russia, a brother of Emperor Nicholas II. The last stage of S. Keturakis’s teaching career was his work in a school in Zagórze. Working there in the years 1907–1914, he taught Russian, Polish, Arithmetic, History and Geography. At the end of the summer 1914, he got an opportunity to take over the post of the forester’s assistant in Orłow province, but the outbreak of the war made it impossible. Lack of any sources does not allow us to determine what the further life of Stanislaw Keturakis was like.

scholarly journals Daily Singing in a School Severely Affected by Earthquakes

Teachers Work ◽  
2018 ◽  
Vol 15 (1) ◽  
pp. 63-84 ◽  
Author(s):  
Daphne Rickson ◽  
Robert Legg ◽  
Dianna Reynolds
Keyword(s):  
Focus Group ◽  
Music Education ◽  
Primary Schools ◽  
Relevant Literature ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Individual Interviews ◽  
Subsequent Cycle ◽  
Learner Perception ◽  
The Relationship

The school where this research took place, was created from the merger of two primary schools in the aftermath of the 2010-2011 Christchurch earthquakes. Since that time staff and learners have been engaged in daily singing, specifically to promote the wellbeing of staff and learners. We engaged in action research to examine the ways the singing has been facilitated and sustained, and explored teacher and learner perception of the relationship between singing and wellbeing.  During one of our cycles of learning it became clear that many of the teachers thought of the daily singing for wellbeing as a distinctly different activity to a music education task. In the subsequent cycle of learning we examined this idea further via focus group discussions and individual interviews, and engagement with relevant literature. We found there is considerable diversity in terms of the understandings and values that underpin music education programmes, and the approach taken as a result. However when singing is employed specifically to enhance wellbeing in schools, the focus needs to be on being together and having fun, rather than on learning to sing.

Students graduate of the degree course in Natural Sciences and Mathematics and the exercise of teaching profession: findings and implications for basic education

2020 ◽  
Vol 13 (2) ◽  
pp. 51
Author(s):  
A. C. R. Trevisan ◽  
E. P. Trevisan
Keyword(s):  
High School ◽  
Decision Making ◽  
Basic Education ◽  
Natural Sciences ◽  
Teaching Profession ◽  
Decision Making Process ◽  
Teaching Career ◽  
Professional Performance ◽  
Current Scenario ◽  
And Mathematics

In the article we seek to address questions regarding the interest of graduates of a degree course in Natural Sciences and Mathematics in relation to the teaching career in basic education. The course enables its graduates to work in the subjects Science and Mathematics in the final years of elementary school and Mathematics, Physics and Chemistry in high school. Our intention is to identify and reflect on the perceptions of these graduates about teaching, highlighting with this inherent aspects to the exercise of this profession in basic education. From the application of questionnaires to graduates of this course, we produced data regarding their performance in basic education, which enabled us to reflect on the national scenario in relation to the exercise of this profession. We could observe that the majority of the students participating in the research are not working in basic education and that the current scenario of devaluation of the teaching career exerts a significant influence in the decision making process of choosing or not the teacher profession for professional performance after graduation.

Courses for Secondary Instruments

2019 ◽  
pp. 344-363
Author(s):  
Molly A. Weaver
Keyword(s):  
Music Education ◽  
Music Teachers ◽  
Music Teacher ◽  
Promising Practices ◽  
Education Curriculum ◽  
Music Teacher Education ◽  
Teaching Activities ◽  
School Based ◽  
Secondary Instrument ◽  
Institutional Model

The main purpose of this chapter is to synthesize the literature regarding courses for secondary instruments in the interest of making recommendations for promising practices. The chapter also is intended to “push boundaries from within the system” of music teacher education. That is, it is intended to be a resource for those who prepare preservice music teachers (PMTs) for the realities of P-12 school-based music education and who aspire to instill in these new colleagues a disposition toward change. The chapter is divided into six sections: importance of secondary instrument courses, characteristics and configurations of secondary instrument courses, focus and content of secondary instrument courses, peer teaching activities and field experiences within secondary instrument courses, recommendations for promising practices (including professional development beyond the preservice music education curriculum and an institutional model for secondary instrument courses), and future considerations.

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