Music Teacher Education Research Articles

Higher Education Music Teacher Educators and Assessment: Their Understandings, Efficacy, and Satisfaction

In this study, we report what music teacher educators (MTEs, N = 149) in higher education understand about assessment. We include their assessment pedagogy, their levels of assessment pedagogy efficacy (APE) at both programmatic (unit level) and personal levels (ProAPE and PeAPE respectively), and the relationship this efficacy has with their (MTEs) satisfaction of assessment pedagogies within their institutions. This mixed-methods study uses a convergent parallel design, with qualitative inductive coding and quantitative factor analyses, correlational analyses, and non-parametric tests. We determine that MTEs report some misunderstanding of the assessment lexicon nevertheless they hold mostly high levels of both personal and programmatic assessment pedagogy efficacy. Differences were observed between MTEs that graduated after 2008 than those who graduated prior to 2008. Findings center on higher education faculty comfort with assessment in higher education with implications for professional development and continued research in the area.

Influences on teacher efficacy of preservice music educators

The purpose of this study was to explore the factors that influence preservice music teacher efficacy. Participants in this study were undergraduate music education students ( N = 124), a convenience sample taken from six mid-South university music education programs in the United States. To explore the factors influencing preservice music teacher efficacy, a survey was sent to participants. The survey consisted of demographic information (race, gender, classification, etc.), questions about the predictor variables, and the Preservice Music Teacher Efficacy Scale (PMTES). Multiple regression revealed that the predictor variables accounted for 38% ( R2 = .38; adjusted R2 = .33) of the variance in the PMTES. Professional Disposition Scale score (β = .35, p < .001) and Music Performance Efficacy Scale score (β = .39, p < .001) contributed the greatest to the regression model. Based on these findings, music teacher education programs may consider implementing a type of professional disposition measurement throughout music education students’ undergraduate education. The results also reinforce the importance of developing music performance skills as part of a music education program.

Enhancing the Intercultural Competence Development of Prospective Music Teacher Education: A Case Study in Indonesia

Music teacher education institutions in Indonesia are challenged to address their students’ intercultural needs due to increasing interaction at the global level. Therefore, this research seeks to discover suitable formulation for teacher education institutions in Indonesia in implementing music teacher education and training to equip them with intercultural competence. This research employs case study design, in which the data were obtained using interview conducted in July and August 2020. This aims at obtaining concepts based on the need analysis of intercultural competence through processes, actions and interactions from the participants’ perspective. The participants were students of Music Teacher Education Department of Universitas Pendidikan Indonesia, Bandung, West Java, Indonesia. The findings show that 1) the sensitivity to cultural diversity of music teacher candidates needs to be enhanced to expand the awareness of their own and other cultures; and 2) enhancing intercultural competence requires both theoretical and practical courses related to Indonesian identity and global culture. The findings are significant considering that every music teacher should have the same perception in teaching, which is in accordance with the diversity of Indonesian and world cultures.

The Effect of Using Social Networks in Developing the Concepts of E-Learning Teaching Strategies Music Education Teachers

The aim of this research is to identify the effect of using social networks in developing the concepts of e-learning teaching strategies for music education teachers. The semi-experimental approach of one group design was employed as it suits the nature of the current research. The performance of the research group was observed before and after the application of the independent variable, then the amount of change that occurred was measured. The research included a group of music education teachers in Qena governorate whose number reached (30) teachers and supervisors. The results of the research were: There is a statistically significant difference between the mean scores of the experimental group (music education teachers) in the pre and post measurements of the achievement test in favor of the post measurement. There is a statistically significant difference between the mean scores of the experimental group (music education teachers) in the first and second (follow-up) administration of the achievement test. The research recommended that attention should be paid to developing teaching strategies based on e-learning for music education teachers, helping music education teachers to utilize el-learning teaching strategies, and presenting follow-up training to refine the skills of music education teachers to use e-learning teaching strategies to achieve the greatest benefit from it in serving the objectives of the educational process.

An integrated approach to the implementation of the tasks of aesthetic education of future music teachers in higher education in China

An integrated approach to the implementation of the tasks of aesthetic education of future music teachers in higher education in China

A multidisciplinary approach to the piano education of future music teachers

A multidisciplinary approach to the piano education of future music teachers

ИНТЕРПРЕТАЦИЯ МУЗЫКАЛЬНОГО ПРОИЗВЕДЕНИЯ КАК СРЕДСТВО РАЗВИТИЯ АРТИСТИЗМА В ПРОЦЕССЕ МУЗЫКАЛЬНО-ХУДОЖЕСТВЕННОГО ВОСПИТАНИЯ БУДУЩИХ УЧИТЕЛЕЙ МУЗЫКИ

Artistry plays an important role in the pedagogical activity of any teacher, but it is of particular importance in the activity of a music teacher, since it is the most important professional quality of the personality of a teacher-musician. Pedagogical artistry, as is well known, consists of an external factor (intonation, diction, expressiveness, musicality, gestures, plasticity, etc.), which is developed through vocal art, and an internal one (spirituality, creative and musical-pedagogical thinking, imagination, etc.), associated with performing skills. Work on the interpretation of the work — improving the vocal technique, competent reading of the musical text, compliance with all the author's remarks, creating a musical and artistic image as a whole, is one of the main components of the formation of artistry. The teacher's artistry presupposes his creativity, creativity, and the ability to navigate in any situation, so the actual pedagogical task is the formation of artistic singing skills in the process of musical and artistic education of future music teachers.

Розвиток музичної освіти у вибраних країнах Європи у XXI столітті

Розвиток музичної освіти у вибраних країнах Європи у XXI столітті

PROBLEMS OF DEVELOPMENT OF CREATIVITY AND ENTREPRENEURIAL ACTIVITY OF A MUSIC TEACHER AND THEIR SOLUTION

The paper deals with the definition of current problems of the development of creativity and entrepreneurship of music education teacher and their solution. Creativity is a phenomenon to which more and more attention is paid, it is a universally applied key competence, according to which, abilities, motivation and environmental influences should be taken into account. It is emphasized that the creativity of a teacher is reflected in his professional activity and has a productive effect on student education and training. New markets need managers and educated teachers with key competencies. Professional activities have a number of functions for the implementation of which business qualities are required. Attention is paid to the main types of entrepre- neurial and pedagogical activities.

Narratives of versatility: Approaching multi-instrumentalist music teacher identities

Multi-instrumental musicianship appears in various musical traditions, also frequently figuring in systems of music teacher education. Multi-instrumentalism covers forms of musical creativity and versatile professionalism that differ from ideologies of specialization often emphasized in instrumental music education. Thus, it is relevant to ask whether and how multi-instrumentalism might also shape music teacher identities. This question was explored through a case study of three experienced multi-instrumental teachers in the Swedish system of Schools of Music and Performing Arts – exemplifying a context in which teachers have large freedom to shape their work. Teacher narratives were analyzed with reference to the binary oppositions between versatility versus specialization and musician versus teacher. The results show that multi-instrumentalist teachers may not only occupy subject positions as versatile all-round musicians, but that they may also carve their identities as specialized performers, or adopt teacher-focused identities such as gamemaster, coach, or counselor. Furthermore, for some teachers, the shifts between instruments may themselves involve shifts between such subject positions. Based on our findings, multi-instrumentalism appears as a potent teacher resource within educational systems which are extensively driven by students’ needs and interests.

HRIHORII LEVCHENKO’S PEDAGOGICAL VIEWS ON THE FUTURE TEACHERS OF MUSIC EDUCATION

The paper summarizes pedagogical views on the education of future music teachers by Hryhorii Semenovych Levchenko, who is an Honored Artist of Ukraine, Professor, Head of the Department of Music of Poltava V.G. Korolenko National Pedagogical University, a choral conductor, a composer, a folklorist. It is determined that H. Levchenko’s pedagogical views on the education of future teachers are characterized not only by the training of highly qualified narrow-profile specialists but also by the education of a wide range of universal values and qualities. It is proved that the leading place in the teacher and artist’s pedagogical concept belongs to the national-patriotic education of students, which involves the development of national consciousness and self-identification, love for the Motherland, readiness to fulfill a civic duty to protect national interests, integrity, independence of Ukraine and love to national art, its customs, traditions, and culture. It was found that the teacher emphasized the need to form a moral and spiritual sphere of personality, which is based on universal values; took care of the development of artistic and aesthetic feelings, tastes, judgments, abilities of the individual and the ability to resist the aggression of pseudo-art; stressed the importance of labor education of future professionals, which is aimed at the formation of discipline, diligence, determination, endurance, responsibility for the common cause, the ability to work in a team. It is determined that a powerful source of education of the future teacher of music art (more broadly - the future teacher) is a folk song, artistic and practical activities in artistic and creative groups, and the example of the teacher (mentor).

Towards relational music teacher professionalism: Exploring intercultural competence through the experiences of two music teacher educators in Finland and Israel

This study explores the complexities that are involved in the development of intercultural competence in music teacher education by examining the accounts of two music teacher educators from Finland and Israel who work extensively in culturally diverse contexts. A semi-structured interview method was used in conducting the interviews. Deardorff’s categorisation of the process model for intercultural competence was used as a starting point for the data analysis. The findings suggest that considering intercultural competence within a broader framework of relational professionalism would deepen the understanding of the essential aspects of intercultural music teaching and learning. Seen from this perspective, it is important to acknowledge and identify both the capabilities of music education professionals and the relational and contextual aspects of culturally diverse educational settings. Both hold lessons when striving for a meaningful intercultural educational relationship. The study suggests that in order to enhance the conceptual and experiential understanding of the development of intercultural competence within relational professionalism in music teacher education, music teacher educators could share and discuss their own experiences of teaching in intercultural contexts with their colleagues and students. This can in turn lead to enhanced intercultural competence. The increased self-reflection through sharing and discussion can also make the development of reflexivity possible.

Prove di prossimità

The text proposes a reflection on music education in Italy in the situation of social distancing due to the COVID-19 pandemic. Analyzing the contexts of formal education and the challenges posed by distance learning, it then reviews some concrete experiences of music teaching. The purpose of the paper is to argue the essential need for proximity between students and teachers in music education.

El Máster en Profesorado de Música: análisis de los planes de estudio desde la perspectiva de la sociedad y economía del conocimiento

El presente artículo tiene como objetivo conocer la adecuación de la planificación que por escrito ofrecen las universidades españolas en relación a la formación del profesorado de música de Educación Secundaria a las demandas de la escuela y el aula de música en la sociedad y economía del conocimiento. Para ello, realizamos un análisis documental comparado de los planes de estudio de 26 Másteres en Profesorado que ofrecen la especialidad de música en el territorio español. Planteamos los resultados tanto de manera general, describiendo denominaciones, competencias, estructuras y créditos de los planes de estudio; como de manera específica, definiendo tipologías en las materias de los módulos específico musical y Prácticum. Concluimos que ciertos planes de estudio promueven la construcción de capacidades fundamentales para dar respuesta a la sociedad y economía del conocimiento, como la reflexividad colegiada y la interdisciplinariedad, el pensamiento creativo y el emprendimiento, la integración tecnológica y la innovación, así como la sensibilidad sobre temas sociales. Si bien no es actualmente la orientación universitaria más habitual, pues todavía los planes de estudios están centrados en la adaptación y la perpetuación de modelos eminentemente academicistas, permite ofrecer una visión positiva de apuesta hacia una formación del profesorado deseable para todos los planes docentes.

Towards a sustainable, student-centred approach for technology-supported music education: A Dutch perspective

Applying technology in music education is not always obvious for music teachers. Pre-service music teachers should be trained in technology-supported music pedagogy, but this requires more than isolated lessons, short projects and ad hoc support. This article reports on an exploration towards a structural implementation of digital pedagogy in higher music education (i.e. a bachelor of music in schools). This exploration was based on student-centred approaches that were iteratively developed over time and have been investigated through an action research strategy. The aim of this article is to inform about the design of the approaches, such as the structure of courses with its assignments, participants and external collaborations, and turning points and insights that steered the approach. Focus is put on the so-called technological pedagogical content knowledge (TPACK), technology acceptance and students’ motivation. In the end, this article presents recommendations for designing education that prepares students to enhance their practice with technology: (1) adapt to your students; (2) be concrete to your students; and (3) embrace collaboration. This article concludes with explaining the value of these recommendations beyond higher music teacher education by providing examples of how these recommendations can be translated to higher music performance education.

WITHDRAWN: Children's music teaching visualization system based on FPGA and machine learning

Abstract Music visualization method investigation of the FPGA for pre-service kindergarten teachers the confidence and ability to teach musical influences. Specifically, the survey sought to determine the completion of a music visualization methods have participants’ self-efficacy teach music after significant changes. The Field-Programmable Gate Array (FPGA) pre-service teachers by examining young children, researchers visualize whether the source of self-efficacy within the range of visualization methods of university music instructor illuminates the confidence and ability to teach environmental impact of music and introspective. Quantitative exploratory design implemented in the FPGA, machine learning paradigm teacher. Focus on the quantitative collection and analysis, as well as small narrative ingredients are used to elaborate quantitative results. The Teachers are used in the creation, use and advantageous method of teaching music visualization method for early review of pre-service teachers of children. Data collection tool was adapted from previous research and development and a sense of self-efficacy, to reflect the distinctive characteristics of early childhood music teacher education settings. Whether it is music and music background checks teaching self-efficacy questionnaire obtained mainly quantitative data, while the open end of the opinion, students' thinking and focus group interviews caused narrative data. According to self-efficacy perceived change in self-efficacy for each source was revealed. The results showed that the students' self-efficacy scores over time a significant overall increase. The most influential source of self-efficacy beliefs are inactive master experience.

Exploring music student teachers’ professional identities

ABSTRACT The purpose of this instrumental case study was to explore music student teachers’ perceptions of their professional identities. Participants were five music student teachers from an institution in the United States. I used two frameworks to explore, analyse, and interpret participants’ perceptions. Data included interviews, field notes, and work products from student teacher seminar. Analysis of data resulted in four themes: Evolving Identities, Shifting Concerns, Negotiating Tension, and Connecting with Others. Participants’ descriptions of their professional identities changed and gained clarity and complexity throughout the student teaching experience. Concerns expressed by participants progressed generally in line with the teacher concerns model. Participants experienced various types of tension that they negotiated during student teaching. Relevant others were key in building their self-concept as teachers. Implications for music teacher educators and future research are suggested including identity learning for preservice music teachers and addressing tensions in identity development.

“You want to build a wall?”: politics in the music classroom

In recent years, the United States and Western world experienced rises in nationalism, xenophobia, ethnocentrism, and anti-immigrant racism, with heightened awareness of these issues in the wake of the 2016 United States presidential election. In this article, I explore the impacts of the political climate on preservice music teachers’ field experiences in predominately Arab, Muslim, immigrant, and refugee schools, discuss preparedness to navigate the impacts of a divisive political climate on students and in schools, and offer policy recommendations for school administrators, in-service teachers, and music teacher educators to prepare and support politically aware and politically competent music educators whose work exists within the larger frame of local and global political realities.

Ecology-focused aesthetic music education as a foundation of the sustainable development culture

ABSTRACT Overcoming the current spiritual and ecological crisis plaguing the globe is impossible without changing the paradigm of aesthetic music education. Music should play an important role in achieving the goals of sustainable development, rather than be a utilitarian product of consumer society. Therefore, attention should be drawn to the music teacher education and to a new paradigm of education that is ecology-focused, aesthetic, and enables sustainable development at the urban, suburban, and rural levels. The study examines issues around the ecology-focused aesthetic music education in the context of sustainable development culture. This study aimed to substantiate an integration framework for ecological rationality, aesthetic education, and musical ecology in order to build a new educational paradigm from international experience. This is a review of the survey findings reported by the Country Music Association Foundation. The survey involved 468 music teachers from 392 primary, secondary and high schools in the United States. The weighting procedure used ensured that the sample of responding schools was nationally representative along the two dimensions of school locale/urbanicity (e.g. urban, suburban, town/exurbun, rural) and the grade levels (e.g. primary, middle, high, or some combination). The contemporary approach to education should be improved to extend ecological and integrated methods and ideas of thinking and hence bring the art of music to a new horizon with a higher goal of creating a sustainable community of ecologically responsible individuals. This study offered an integration model for ecological rationality, aesthetic education, and musical ecology in order to build a new educational paradigm. The proposal represents a framework that is built around five components of society, ecological rationality, teachers, sustainable development, and musical ecology.

Self-directed Learning in Music Teacher Education: Perspectives from Pre-service Music Teachers in South Korea

This aim of this study is to investigate the perspectives of Korean pre-service music teachers on self-directed thesis seminar conducted in the graduate teacher education program. This research focused on 1) the attitude of pre-service music teachers towards self-directed thesis seminar and 2) the impact of self-directed thesis seminar on the progress of the pre-service music teachers’ performance. Ten pre-service music teachers participated in the researcher’s thesis seminar. The results demonstrated that most of the participants were anxious and insecure in managing the various educational resources as well as monitoring the progress of their study. However, the self-directed thesis seminar has indirectly provided the participants with a new learning environment to manage their own goals, initiate their own learning, and responsible for their own progress and outcomes. The findings also showed that collaborative learning is essential as an instructional approach in self-directed learning to enable the participants to share their views from different perspectives and develop critical thinking.