Perceptions Of Music Teachers Research Articles

We Teach the Child, Too: A Survey of Wisconsin Music Educators’ Use of IEPs

The purpose of this survey study was to investigate the perceptions of music teachers in the state of Wisconsin about their use of Individualized Education Programs (IEPs) in music classrooms. One hundred seventy-nine music educators completed the survey. Music teachers indicated that many of them do not have access to student IEPs and that student IEP goals and objectives typically lack relevance to the music classroom. Teachers also reported limited use of IEPs to plan daily instructional activities and develop curriculum, and noted they needed more planning time to effectively implement IEPs.

Music teacher perceptions of modern band and Little Kids Rock: a qualitative study of programme outcomes

ABSTRACT Music education in the United States is typified by students in large ensembles, like band and orchestra, learning to perform pieces of Western art music. One organisation working to expand curricular offerings within the field is Little Kids Rock (LKR), which has invested millions of dollars training music teachers and providing instrument resources for popular music pedagogy. Though this organisation has demonstrated success in its ability to propagate 'modern band' programmes, the effects of its investment are not known. LKR administers an end-of-year survey to its participating teachers to assess teachers' perceptions of their music programmes. However, LKR do not publish meaningful information regarding the outcomes and impact of its activities. The present study examined free-response data from the 2018 end-of-year survey. Using the passive and active identity and learning realisation (PAILR) model as our analytical framework (Froehlich, Hildegard C., and Gareth Dylan Smith. 2017. Sociology for Music Teachers: Practical Applications. 2nd ed. New York: Routledge. doi:10.4324/9781315402345), the authors analysed themes using grounded theory to produce a logic model to describe the effects of LKR's investment. Results indicate participating teachers perceive a positive impact on students, including being more engaged in their learning, and more musically independent. Additionally, teachers believed they were more engaged and committed to their profession, and more able to teach previously disengaged students.

Music educators’ perceptions of portfolio-based teacher evaluations in Tennessee

The purpose of this study was to gather and investigate the perceptions of K-12 public school music teachers who have used portfolio-based evaluations in Tennessee. Research questions included: (1) What are the perceptions of music teachers in Tennessee who have used the Tennessee Fine Arts Portfolio Model? (2) Do differences in music teacher perceptions of the Tennessee Fine Arts Portfolio Model exist among a range of backgrounds, and if so, where do those differences exist? Tennessee Music Education Association members (K-12 public school music teachers, N = 98) responded to a researcher-constructed questionnaire. While most respondents scored above or significantly above expectations on the portfolio, their perceptions of the value of the portfolio averaged between neutral (neither agree nor disagree) and negative (disagree). While the most experienced teachers found the portfolio standards harder to implement compared to those who were the least experienced, they also scored higher. Tenured teachers also perceived the standards as significantly harder to implement than those who were not tenured. Finally, those with a bachelor’s degree found the portfolio significantly less beneficial, authentic, ideal, and consistent with their goals than their counterparts who earned master’s degrees. Recommendations include prioritizing feedback over scoring, localizing portfolio evaluations, and providing tenured teachers with choice in how they are evaluated.

An Investigation of Music Teachers' Perceived Self-Efficacy for Technology Integration

Technology integration is the use of appropriate technology in line with the objectives set in the learning-teaching process. Teachers who carry out learning and teaching activities in schools have a great importance in technology integration. In this study, it was aimed to investigate the music teachers’ perceived self-efficacy for technology integration. Technology integration self-efficacy perceptions of music teachers were compared based on the variables of gender, age, school type and level. The participants of the research consisted of 216 music teachers working in different cities in Turkey. Personal information form and perceptions of self-efficacy for technology integration scale were used in the research. The research findings indicated that music teachers’ perceived self-efficacy for technology integration were moderate. In addition, their perceived self-efficacy differed based on gender, age and school type. In general, male music teachers and the teachers working with younger students and in private schools had significantly higher perceived self-efficacy for technology integration.

An Investigation into Music Teachers’ Perceptions of Technological Competencies

The aim of this research is to determine the perceptions of music teachers about their technological competencies. For this purpose, it was aimed to determine what the pre-service teachers' views on their technological proficiency levels were and whether these views differed based on the variables of gender, age, school type, and grade level. Data were gathered through “Technological Competency Scale for Teachers” developed by (Bayraktar, 2015). The study was carried out with 231 music teachers working in secondary and high schools in the Central Anatolia region in the 2020-2021 academic year. Independent groups t-test and one-way analysis of variance techniques were used in the analysis of the data. It was found that the perceptions of music teachers regarding their technological competencies differed significantly by the variables of gender, age and school type. However, no significant difference was found between the technological competencies of music teachers working in secondary and high schools.

Music teacher perceptions of evaluation: a case study of the Tennessee fine arts portfolio model

While high-stakes testing has influenced music teacher evaluation, evidence of music teacher agency influencing the policy process has been scarce. One notable exception is the Tennessee Fine Arts Portfolio Model (TNFAPM), designed by music teachers in Tennessee as an alternative to music teacher evaluations that have been based, at least in part, on reading and math test scores. In place for nine years, the model is one of the few peer-reviewed teacher evaluation initiatives that has been in continuous use in public schools, enabling researchers to examine music teacher perceptions of evaluation in Tennessee, including perceptions of the portfolio. The purpose of this study was to examine two music teachers’ perceptions regarding the different means of teacher evaluation (student reading/math test scores and the TNFAPM) used within the state of Tennessee. After analyzing data collected during the study, I sought to answer the following question: How have teacher evaluation practices and policies impacted music teachers’ self-perceptions, classroom policies, and curriculum implementation in Tennessee? Findings suggest that administrative support, feedback delivery/reception, and value for music making shaped the participants’ perceptions, policies, and classroom practices. Additionally, scores did not generate positive perceptions.

Pre-service music teacher perceptions of peer 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.

A Study on Music Teacher's Perceptions of Piano Accompanying for Preservice Music Teacher

A Study on Music Teacher's Perceptions of Piano Accompanying for Preservice Music Teacher

Preservice Music Teacher Perceptions of Mentoring Young Composers

Case study techniques were used to investigate perceptions of undergraduate music majors participating as teacher/mentors for elementary students in a university sponsored music composition program. Data included teacher interviews and observation of teacher training and composition mentoring sessions. Teacher perceptions were categorized as challenges and benefits for the young composers they worked with and for themselves as mentors in the program. Benefits to young composers were identified as social development, pride in accomplishment, and promotion of musical learning. Challenges to young composers were perceived as: expression of musical ideas and concern with finding “correct” ideas. Personal challenges for teachers were time commitment and encouraging students without influencing their ideas. Teachers cited benefits of participation as: teaching experience, understanding compositional process, improved composer identity, and appreciation for composer intent. Teachers envisioned possibilities for composition instruction in their future teaching situations. Implications for improving composition training for preservice teachers are discussed.

Teachers’ concepts of musical talent and nurturing musical ability: music learning as exclusive or as opportunity for all?

In recent years, there has been a shift in terminology used to describe gift and talent. This has resulted in widespread adoption of the term high ability to describe more able pupils. This shift has promoted a more inclusive ethos in terms of the concept of encouraging talent development, but it has also highlighted tensions between teachers’ more inclusive approaches to nurturing talent and the concept of identifying talent. This issue is particularly relevant to music teaching where musical ability is often identified through specific aptitude tests. This article discusses a small-scale study that explored the perceptions of music teachers and instructors (n = 35) about musical ability and how it might best be nurtured in school pupils and conservatoire students. By comparing the views of participants with findings from the research literature, it is suggested that musical ability should be developed by taking an inclusive approach to music learning, focusing on providing enriching music activities for all children.

Ten Years Later, Experienced Teacher Reflections on "Beginning Music Teacher Perceptions of District-Sponsored Induction Programs" (2001)

Abstract The purpose of this inquiry was to examine the 2010 reflections of experienced teachers (N = 7) on their past perceptions of induction as documented in Conway (2001). Research questions included: (a) How do participants describe their reactions to a present-day examination of 1999/2000 data (journals, individual and focus group interviews, and two questionnaires) and findings? and (b) What can this reflective examination from experienced teachers reveal about current trends in beginning teacher induction and professional development? New data collected in 2010 included participant email survey responses and individual interviews. Findings suggest: (a) Induction and professional development are still inconsistent in the field; (b) Participants now focus more on students in their teaching; (c) Participants feel as if they "understand schools" better now than they did as beginning teachers; and (d) the notion that music content is necessary in induction and professional development was an inconsistent issue between participants.

The Problems of Music Teachers in Primary Education Schools in Turkey and Solution Offers

This research aims at determining and describing the basic problems experienced in the course “Music Education” in primary education schools from music teachers’ perspectives, and contributing to make the course more functional. This is a qualitative research study and employs interviews in order to collect the data in determining the perspectives, experiences, feelings and perceptions of music teachers working in primary education schools. Having written down and having analysed the data, the findings were interpreted. Based on the findings, recommendations were made for solutions.

Perceptions of music teachers on the songs in music textbook of the basic curriculum by considered learning factors of the students with intellectual disabilities.

Perceptions of music teachers on the songs in music textbook of the basic curriculum by considered learning factors of the students with intellectual disabilities.

The Perceived Impact of String Programs on K-12 Music Programs

We examined music teacher perceptions regarding the impact of string programs on overall music programs in K-12 schools. Research questions included: (1) What are the perceived positive and negative program and student outcomes? (2) What are the underlying issues of music teachers’ perceptions about the positive and negative impacts of string programs? (3) How do these underlying issues compare with one another (negative and positive)? and (4) What relationships, if any, exist between fixed factors and the perceptions of the impact of string programs? Questionnaires were sent to all MENC members in two Southwestern MENC states. Data from participants (n = 308) were analyzed using principal components analyses and correlation analyses. A majority of music teachers felt that string programs were beneficial and offered opportunities for student development as well as expanded opportunities within a music program. Concerns included program focus and support, logistical issues, budget concerns, and finding qualified instructors.

Music Teacher Perceptions of Issues and Problems in Urban Elementary Schools

Abstract The purpose of this study was to examine the perceptions of music teachers in urban elementary schools. Title I public elementary schools (N = 221) in two counties in the Southeastern United States were surveyed for demographic information, and 71 of the music teachers from those schools participated in the survey designed for this study. The Doyle (2009) survey reported an overall Cronbach’s alpha of 0.91. The survey was intended to accumulate data representing urban music education in respect to the independent variables of student demographics, teacher demographics, student/teacher demographic differences, teacher preparation, and teacher support; the dependent variables examined were teacher attitudes about urban elementary music teaching and teacher expectations of their urban elementary music students. Results indicated that most of the teachers mismatched demographically with their students. Teacher/student socioeconomic matches were correlated with Attitudes; teacher/student ethnicity and socioeconomic status matches were correlated with Expectations. Professional support was positively correlated with preparation. Support was negatively correlated with the socioeconomic variables, and positively correlated with both attitudes and expectations.