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 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 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.

Online Collaboration in Supporting Music Teaching and Learning

2020 ◽  
pp. 152-175
Author(s):  
Radio Cremata ◽  
Bryan Powell
Keyword(s):  
Social Networks ◽  
Social Media ◽  
Content Analysis ◽  
Teaching And Learning ◽  
Music Teachers ◽  
Online Collaboration ◽  
Music Teaching ◽  
Music Learning ◽  
Pedagogical Approaches

Drawing from Jordan’s (2008) notion of deterritorialization, this chapter explores ways in which music teachers collaborate and exchange ideas in digitally mediated spaces. One such way is through Facebook. With over 1.1 billion unique monthly visitors, Facebook has changed the spaces for sharing music teachers’ pedagogical approaches and techniques, making it a potentially powerful tool for music teaching and learning. This chapter will examine the use of two private Facebook groups: Music Teachers (32,000+ members) and Little Kids Rock Teachers (1600+ members). Utilizing guidelines of content analysis outlined by Bauer and Moehle (2008), we examined over 800 written posts from these Facebook groups to better understand the ways teachers use Facebook to build community, share resources, and collaborate. We surveyed participants who are the most active posters on these two social media sites to develop an understanding of how these tools function as a vehicle for music teaching and learning. Building off Salavuo’s (2008) notion of social networks as a medium for sharing and providing information for music learning, this chapter examines the content of teachers’ engagement. An examination of emergent themes found in the content of Facebook posts reveals insights into the sorts of collaborations music teachers have in social media.

scholarly journals The opinions of the preservice music teachers regarding the teaching of orchestra and chamber music courses during distance education process

2021 ◽  
Vol 16 (3) ◽  
pp. 1088-1096
Author(s):  
Gokhan Cagirgan
Keyword(s):  
Distance Education ◽  
Music Education ◽  
Chamber Music ◽  
Music Teachers ◽  
Fine Arts ◽  
Structured Interview ◽  
Study Data ◽  
Education Department ◽  
Technical Problems ◽  
Education Process

This study was carried out to determine the opinions of preservice music teachers on the processing and efficiency of Orchestra and Chamber Music courses which are based on collective playing and singing, among the online music teaching undergraduate courses conducted in the distance education process that started in Turkey in March 2020 due to the COVID-19 pandemic. The study group of the study consisted of 40 students studying at the 3rd and 4th grades in Mehmet Akif Ersoy University, Fine Arts Education Department, Music Education Department. In this study, the case study method which is one of the qualitative research methods, was used. The study data were collected online with a semi-structured interview form prepared by the researcher based on the literature and current researches, and were tabularized by evaluating with content analysis.  According to the results of the study, it was determined that the preservice music teachers thought that the Orchestra and Chamber Music courses were not suitable for distance education and were not taught efficiently, and partition playing and video merging techniques were used in their online courses. In addition, it was concluded that they thought that lesson teaching methods in distance education had no advantage and that the biggest disadvantage was the not being able to play music together. Preservice music teachers suggested that face-to-face education should be initiated in order to teach lessons more efficiently, or that courses should be taught by eliminating connection and technical problems on different online platforms that allow making music together.   Keywords: Distance Education, Music, Orchestra, Chamber Music

scholarly journals The analysis of the perception of prospective music teachers on musical dictation through methaphors

2021 ◽  
Vol 18 (4) ◽  
pp. 665-680
Author(s):  
Esin Uçal Canakay
Keyword(s):  
Content Analysis ◽  
Music Education ◽  
Prospective Teachers ◽  
Music Teachers ◽  
Occupational Training ◽  
Crossword Puzzle ◽  
Mixed Emotions ◽  
Teachers Perceptions ◽  
Musical Dictation ◽  
Faculty Of Education

The field of musical hearing education is among the most significant areas due to its importance in prospective music teachers’ learning experiences. This is because musical hearing has an effect the success on all other areas of musical education. It is important to determine the prospective music teachers’ evaluation on studies of dictation writing for its direct effect on many courses in their occupational training and musical development. There are studies working on different perceptions on different concepts of individuals by using metaphors in the context of educational sciences and in different levels of education. In literature review, it is found out that less research made, which are using metaphors as data collection tool in music education field than the other education fields. For that reason, in this research it is deem suitable to get benefit from using metaphors of prospective music teachers’ perceptions on musical dictation writing. The working group of this research consists of 93 students which are studying Dokuz Eylul University Buca Faculty of Education Music Education Department in the 2018-2019 educational year. The data of this research has been collected with a fill in the blanks form like “dictation writing is like ....…. Because …… ”. Data collected analyzed by using content analysis.  In the content analysis stage, 11 data excluded.  Finding results shows that 82 prospective music teachers have produced 70 metaphors on dictation writing. Prospective music teachers produced metaphors on dictation writing categorized in 9, which are (19,51%) giving happiness, (19,51%) needs attention, (13,41%) analysis, (9,76%) caused mixed emotions, (8,54%) concreting, (8,54%) difficulty, (8,54%) needs effort, (7,32%) developing, and (4,88%) troublesome. It is found out that prospective teachers used metaphors like puzzle / crossword / puzzle solving (f=12), playing strategy game on computer (f=4) and solving math problems (f=4).   Abstract   Müziksel işitme eğitimi, müzik öğretmeni adaylarının öğrenim yaşantılarında önem derecesine göre ilk sıralarda yer alabilecek bir alandır. Çünkü müziksel işitme, müzik eğitiminin diğer tüm alanlarında başarıyı etkileyebilecek bir yere sahiptir. Mesleki eğitimlerinde aldıkları birçok derse etki etmesi ve müziksel gelişimlerini doğrudan etkilemesi sebebiyle müzik öğretmeni adaylarının müziksel işitme becerilerinin geliştirilmesinde büyük yer tutan dikte yazma çalışmalarını nasıl değerlendirdiklerinin belirlenmesi önem arz etmektedir. Eğitim bilimleri disiplini çerçevesinde eğitimin çeşitli kademelerinde bireylerin çeşitli kavramlara yönelik algılarının metaforlar aracılığıyla incelendiği çalışmalara rastlanmaktadır. Gerçekleştirilen literatür taramasında müzik eğitimi alanında metaforların veri toplama aracı olarak kullanıldığı araştırmaların sayısının, eğitimin diğer alanlarına göre daha az olduğu görülmüştür. Bu sebeple bu araştırmada müzik öğretmeni adaylarının müziksel dikte yazmaya yönelik algılarının belirlenmesinde metaforlardan faydalanılması uygun görülmüştür. Bu araştırmanın çalışma grubunu 2018-2019 öğretim yılında Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Müzik Eğitimi Anabilim Dalı’nda öğrenim gören 93 öğrenci oluşturmaktadır. Araştırmanın verileri “dikte yazmak  ....… gibidir. Çünkü …… ” şeklinde boşluklar bırakılmış bir form ile toplanmıştır. Toplanan verilerin çözümlenmesinde içerik analizinden faydalanılmıştır. Analiz aşamasında 11 veri kapsam dışında bırakılmıştır. Araştırma sonuçları 82 müzik öğretmeni adayının dikte yazmaya ilişkin toplam 70 metafor ürettiğini göstermektedir. Müzik öğretmeni adaylarının dikte yazmaya ilişkin ürettikleri metaforlar mutluluk veren (%19,51), dikkat gerektiren (%19,51), çözümleme (%13,41), karışık duygulara yol açan (%9,76), somutlaştırma (%8,54), zorluk (%8,54), emek ve çaba isteyen (%8,54), gelişim sağlayan (%7,32), sıkıntı veren (%4,88) olmak üzere toplam 9 kategoride toplanmıştır.  Öğretmen adaylarının en sık bilmece/bulmaca/bulmaca çözmek (f=12), bilgisayarda strateji oyunu oynamak (f=4) ve matematik problemi çözmek (f=4) metaforlarını kullandıkları görülmektedir.

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.

Gay- and Straight-Sounding Auditory Cues Elicit Stereotyping About Teaching Effectiveness

2020 ◽  
pp. 002242942094822
Author(s):  
Donald M. Taylor ◽  
Jay S. Raadt
Keyword(s):  
United States ◽  
Classroom Management ◽  
Effective Teaching ◽  
Teaching Effectiveness ◽  
Music Teachers ◽  
The United States ◽  
Music Teaching ◽  
Auditory Cues ◽  
Teachers Perceptions ◽  
And Behaviors

The purpose of this study was to examine the effects of a “gay-sounding” voice on heterosexual music teachers’ perceptions of music teaching effectiveness. Music teachers across the United States ( N = 575) listened to two men between the ages of 18 and 25 years old with stereotypically gay and straight voices, respectively, reading a short paragraph. After hearing each speaker in counterbalanced order, participants rated the likelihood of each speaker’s ability to demonstrate top skills and behaviors associated with effective teaching using a 4-point Likert-type scale. Listeners rated the gay voice higher on measures of maintaining high musical standards and organization; they rated the straight voice higher on measures of leadership, classroom management, and maturity. Strategies to combat these stereotypes are discussed.

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