Music Teacher Training Research Articles

Music Teacher Education in China

The content of music teacher education study programmes is conditioned by the needs of the market economy and information society, higher education as a mass phenomenon, penetration of humanist ideas into the curricula and many other factors. The aim of these study programmes is to respond to the needs of society, develop the competencies of teacher education and establish the right conditions for successful implementation and to achieve the intended learning outcomes. The training of music teachers in China requires overall improvement in the level of music teacher training. The Ministry of National Education provides the curriculum for music teacher education as well as the guidelines for teaching compulsory courses for music teachers at general institutions and prestigious universities in China. This profession is important in professional courses and in the field of pedagogy; therefore, integrating the content of elective courses into professional courses could be more prolific and comprehensive. Keywords: Music teacher education, study programme, music education.

Developing and renewing music teacher competences: prospects and challenges

The topic of music teacher education and training raises many issues for discussion. The purpose of the present study was to analyse the approach of pre-service music education teachers towards their professional activity and to discuss their expectations within the context of the competence-based education. Thirty four students (international and national), all pre-service music teachers studying in Lithuanian University of Educational Sciences, were included. The results indicated that generally the expectations of students were (more or less) in line with the principles of the competence-based initial music teacher education. Prospective music teachers describe their professional activity as broad and multidimensional but they also emphasise the importance of personal and ethnic values, implementation of general, subject-specific and professional competences and continuous improvement. It has been revealed that in music education it is particularly important to combine orientation towards pedagogical activities with orientation towards the spread of the learner’s personality. Keywords: Competence-based education, music teacher education, competences, student’s expectations, Lithuania.

Práticas musicais do cotidiano na Iniciação científica: diários de pesquisa em ambientes religiosos cristãos

Nesta comunicação relatamos uma pesquisa de Iniciação Científica, a partir da perspectiva da valorização dos conhecimentos cotidianos na formação de professores de música. Duas licenciandas e um bacharelando em música de cursos de uma universidade do sul do Brasil escreveram diários de pesquisa sobre sua atuação enquanto lideres de grupos musicais em igrejas Evangélicas e um ministério de música Católico, que foram analisados à luz de Zabalza (2004). Tomado o dilema principal: “Ser músico ou ministro de louvor”, surgiram duas categorias, considerando-se os horizontes de significado (Souza, 2013) dos alunos e dos músicos estudados por eles: 1. Amar a Deus mais do que a música; 2. Amar o próximo mais do que a música. A partir das leituras aqui propostas, pretende-se contribuir para os debates sobre pesquisa (auto)biográfica, especialmente com diários de pesquisa, estudos sobre ambientes religiosos cristão e formação de professores, a partir da reflexão sobre vivências significativas em suas vidas. Enviado em: 26 de junho de 2017.Aprovado em: 16 de agosto de 2017.

Musical Parenting and Music Education: Integrating Research and Practice

Although teachers work constantly with parents, discussions concerning parental roles in children’s music learning are often left at the margins in music teacher training programs. The aim of this article is to offer a review of musical parenting research from an ecological perspective. Bronfenbrenner’s bioecological theory of human development is used as a lens to examine musical parenting research concerning infants, school-aged children, and adolescents. Issues pertaining to contemporary parenting in the Western world such as intensive parenting and concerted cultivation are also considered as they relate to parental music cognitions and behaviors. Implications for research and practice in music education are outlined at the end.

The Development of Chorus Motivation Scale (CMS) for Prospective Music Teacher

The purpose of this study was to develop a Chorus Motivation Scale (CMS) that is tested in terms of reliability and construct validity by determining the student perceptions of effective motivation strategies in Chorus training in Turkish Music Teacher Training Model. In order to develop a Chorus Motivation Scale, Questionnaire-Effective Motivation Strategies in Chorus Training was applied to second-year, third-year, and fourth-year students who study at Music Teacher Training departments of nine different state universities from seven geographical regions in Turkey (N=794). Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted in accordance with new/initial scale development procedures. Analysis of the data reveals a good structure model comprising reliable factors. Confirmatory factor analyses indicated that a model including factors representing the dimensions Leadership, director/student attention, achievement and anxiety was the best fit. The four-factor model yielded RMSEA and SRMR values (≤.05) demonstrating an excellent fit and CFI value with an adequate fit to the data. Cronbach’s alpha and initial-final reliability results indicated good to excellent consistency across all CMS subscales, with coefficients ranging from .64 to .90.

СПЕЦИФІКА РОЗРОБЛЕННЯ ДИСТАНЦІЙНИХ КУРСІВ З МУЗИЧНО-ІСТОРИЧНИХ ДИСЦИПЛІН

This article is devoted to the actual problem of modern art education – the implementation of the distance education forms and methods in future music teachers training. An experience of designing and developing of the distance course «History of Ukraine musical art», which was created for future music teachers, is described. The author provides a description of the structure and semantic content, course objectives and expected learning outcomes. The stages of the course designing are defined. The specifics of computer technologies in distance course on the history of music are analyzed. There are examined the following factors: the intensive involvement of the multimedia to all types of learning activities and distance course’s resources, the use of specific control forms of musical knowledge and skills, and specific methods of distance learning.

Історичні передумови розвитку інструментального виконавства у професійній підготовці майбутнього вчителя музичного мистецтва

Стаття присвячена основним питанням історії народноінструментального виконавства як педагогічної проблеми. Мета статті полягає в дослідженні та визначенні загальноісторичних аспектів розвитку народного інструментального виконавства при професійній підготовці майбутніх учителів музичного мистецтва. Предметом статті є визначення та оволодіння необхідними теоретичними знаннями щодо історії народноінструментального виконавства. У статті автор використовує різноманітні методи науково-педагогічного дослідження, а також надає класифікацію етапів ставлення української музично-педагогічної освіти.

Функціональний аналіз фахової підготовки майбутніх учителів музики

У статті досліджуються педагогічні функції як основний компонент фахової підготовки майбутніх учителів музики в інститутах мистецтв і музично-педагогічних факультетах педагогічних університетів у ході диригентсько-хорового навчання. Обґрунтовано необхідність формування адаптивної готовності майбутніх учителів музики під час фаховогонавчання у вищому навчальному педагогічному закладі. Проаналізовано особливості диригентсько-хорової підготовки майбутніх учителів музики в процесі фахового навчання.

Organizational and Managerial Foundations of the Methodical Training of Future Music Teachers

The problem of methodical preparation of future music teachers on the basis of efficiency of organizational and managerial mechanisms have not yet been the subject of special studies. This constrains the solution of the contradictions which objectively have a place in educational practice.
 The article purpose is to analyze the contradictions of musical-pedagogical training and identifying organizational and managerial factors of methodological arsenal for future music teachers.
 Organizational field of art education is a collective management system and the pedagogical, educational resources and ways to focus efforts to improve the quality of the educational activities of all participants of pedagogical process.
 The results of scientific research showed that organization and management are aimed at creation of decisions of the joint activity of educational process participants to achieve optimal results that ensure the formation, stabilization, optimal functioning and required development of a system in accordance with the intended target.
 A significant indicator of organizational-managerial optimality of methodical teachers training should consider the extent to which the contextual approach in all of its meaningful and functional manifestations.
 In our time takes on a significant role and practical value, and methodical context of the training sessions as a kind of artistic and educational environment, this becomes productive professional-practical orientation of the teachers' personality.
 Methods of musical teaching involve sequencing, convergence, complexity, integrity and concentricity of the pedagogical interaction. These factors constitute the external and internal components.
 The use of this technique in real pedagogical situations creates the opportunity for the development of creative qualities: independence, initiative, activity. The appropriate forms, methods and ways of activities contribute to the formation of professional interests of students and their individual motivation.
 The appropriate forms, methods and ways of activities contribute to the formation of professional interests of students and their individual motivation.

Структурні компоненти формування мотивації до музично-педагогічної діяльності в студентів педагогічних коледжів

The article defines the content of the structural components to musical and educational activity motivation among teacher college students. Their importance is highlighted as a basic tool for the effective training of future music teachers in institutions of I–II accreditation level. Criteria and indicators of these structural components are developed. The fundamental issues of successful motivation to musical and educational activity of teacher college students have been determined. Basically, theoretical analysis of musical and educational activity, its semantic fullness, the main characteristics of the music teachers’ motivation have been identified and structural components have been selected: 1) cognitive; 2) emotional value; 3) practice and activity. The followingindicators of cognitive component were developed: confidence, integrity, strength and flexibility of musical and educational knowledge, understanding of the practical relevance of their teaching. The test performances of the emotional and valuable component include: ability to work in the chosen field to meet the needs of personality’s professional development; creativity, professional growth; persistence in achieving goals. Practical and actively-based criterion is characterized by the following indicators: persistence in achieving educational objectives; activity in solving professional problems; ability to analyze and improve the learning process. In this article the necessity of encouraging musical education has been determined, in accordance with the system of values and social norms that characterize the progress in human civilization, as radical transformations that occur in education.

Взаємодія навчальних дисциплін у професійній підготовці майбутніх учителів музики

The article investigates the problem of discipline integration in the training of future music teachers aside with the necessity of improving the content and forms of work in this direction. It is emphasized that training students for choir mastering practice, integrating conducting and choral disciplines is of particular importance. Integration contributes to the establishment of system understanding through deliberate learning, and reflecting and block storing the cognition. The article singles out and describes the implementation stages and forms of discipline integration in the students’ training. It is noted that the content of each individual discipline should be viewed as an integral part of the organic content of a specific profile specialist training, where function of adiscipline is a crucial part in achieving the ultimate goal of learning. It is claimed that the essential part of content organization is determination of the optimalsequence of study topics in a course. Besides, it is important to find out which place in conducting and choral disciplines every lesson takes, and what its educational goals and their accordance to educational objectives are. The idea of the article is that the block-parallel system of education can facilitate the fullassimilation of knowledge. Combining different units of conducting and choral disciplines into one block can also be very effective. This way the integration of disciplines is built by consistently increasing degree of association and their interaction.

Issues and Challenges in Teaching Multicultural Music amongst Primary Music Teachers in Malaysia

The purpose of this study is to identify the issues and challenges that music teachers face in teaching multicultural music in primary school classrooms in Malaysia. Using a qualitative methodology, in-depth semi-structured interviews were conducted with 30 music teachers from 12 primary schools. The data was analysed using a “themes-based” analysis of narrative. The findings indicate that these music teachers did not have adequate multicultural training during their college courses. The findings also demonstrate that the music teachers believe that multicultural music education is an essential part of music education. However, the implementation can prove to be difficult due to the fact that many music teachers do not possess appropriate multicultural music knowledge and resources in order to teach multicultural music. Music teachers also reported that the activities and approaches used in the classroom must involve the students actively, rather than passively receptive with a need to allow students to obtain first-hand experience playing traditional musical instruments. In particular, the data provides insights into a number of issues and challenges that music teachers face in implementing multicultural practices in Malaysian primary school music programmes. Hence, music teacher training programmes must take into account the diversity of Malaysian society in order to prepare music teachers to be receptive, tolerant and sensitive to the inclusion of multicultural music in their teaching.

La práctica del canto colectivo como eje transversal de conocimientos, actitudes y valores: una propuesta dirigida a alumnos de Grado en Educación Infantil y Primaria

La práctica del canto colectivo trabaja, eminentemente, aspectos específicos de índole musical, destacando en mayor medida la técnica de la voz cantada, el empaste vocal, las progresiones armónicas, o la estética y gusto musical, entre otros. No obstante, existen multitud de elementos transversales que sin ser específicamente musicales no dejan de ser importantes en dicho ejercicio. En el presente artículo recopilamos y analizamos, precisamente, algunas referencias y estudios relevantes vinculados al valor del mismo. Muy recurrente en centros de enseñanza infantil y primaria, la práctica del canto colectivo aparece con menor frecuencia en el proceso de formación musical de maestros y otros estudios superiores de música. En este orden de cosas, un grupo de alumnos de grado en Educación Infantil y grado en Educación Primaria de la Universitat de les Illes Balears, participaron voluntariamente en un proyecto de canto común vinculado a las asignaturas de música. A través de un cuestionario valoraron los diferentes aspectos trabajados a lo largo de las diferentes sesiones. Más allá del goce estético, las valoraciones finales se centraron en ciertas potencialidades de tinte psicosocial y actitudinal que fueron apareciendo a lo largo del proceso. A través de este artículo pretendemos hacer una aproximación a la documentación existente y a estudios relevantes en cuanto a la importancia del canto colectivo y, finalmente, a la experiencia llevada a cabo en la Universitat de les Illes Balears.

A study on the analysis and improvement of the music teacher training programs - Focused on metropolitan and provincial offices of education

이 연구는 교사교육의 중요성 측면에서 음악 교원 대상 연수 프로그램을 분석하는 것에 목적을 둔다. 교원 연수는 각시도 교육청, 대학 및 기관 산하의 교육연수원에서 이루어지는데, 본 연구는 보다 공공성을 띠는 시도 교육청 주관 교원연수를 연구 대상으로 하여 분석하였다. 2015년 일 년 동안 17개 시도 교육청에서 운영한 음악 교원 연수 프로그램을 바탕으로, 연수 종류(직무, 자격, 특별 등), 연수 대상(유‧초‧중등), 연수 내용(음악교육 분야별), 연수 방법(집합, 원격 등) 등의 분석틀에 따라 분석을 실시하였다. 음악 교원 연수 프로그램 분석을 통하여 추후 음악교사 교육을 위해 어떤 연수가 보완 및 개선되어야 하는지, 연수 대상, 내용, 방법, 운영 및 체제의 관점에서 제안하였다.Recently, teacher training is more important factor in respect that emphasis is increasingly placed on autonomous application and various practice of curriculum in the field of education. The purpose of this study was on analyzing music teacher training programs for grasping the current situation of teacher training. For this objective, various literatures and materials were analyzed and examined: music teacher training programs of metropolitan and provincial offices of education in 2015, training schedules for teachers, and related legislation. Especially, this study focused on analyzing the aspects of types, subjects, contents, and methods of the training programs. As a result, the study suggested that the music teacher training program should 1) include teachers of special schools and operate harmoniously at school levels, 2) intensify more importantly experience-based activity than simplicity knowledge or contents, and 3) operate stably through the connection with related institutions for the music teacher training program such as schools, universities and music learning communities and research association.

Opinions of University Music Teachers on the Musical Competencies Necessary for Primary Education Teachers

This paper describes the research conducted in the Republic of Croatia during the 2012/13 academic year. We have gathered opinions from experts, i.e. teaching methods teachers from seven faculties of teacher education, regarding the music teaching competencies necessary for primary education teachers teaching music in the first several grades of elementary school. We used the Delphi method in our research, i.e. in our sample survey among teaching methods teachers. The teachers also evaluated the competencies of their students and some elements of teacher education studies course syllabi and programmes. The sample survey among the teachers was implemented via email. The goal of the research was to determine if the programmes of the music courses at the teacher education studies are appropriate for the development of the competencies necessary for students of music education. Teaching methods teachers emphasized the need for more practical training, primarily regarding playing instruments and singing, and they pointed out that the course Teaching Methods in Music is the most important course for the training of future music teachers. Aside from that, they believe that more classes should be devoted to music courses, i.e. they propose to reorganise the contents of the courses by increasing the amount of practical classes and reducing the amount of theory classes. They also believe that it is necessary to introduce testing of musical ability at entrance exams for admission into the teacher education studies.

МУЛЬТИМЕДІЙНІ ТЕХНОЛОГІЇ У МУЗИЧНО-ТЕОРЕТИЧНІЙ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ МУЗИЧНОГО МИСТЕЦТВА

The article presents one of the most current problems of modern music and theoretical education concerning the use of multimedia music and theoretical training of future music teachers. The author actualizes an issue of updating music and pedagogic education through the introduction of a system of advanced computer technology, including the use of modern multimedia facilities in the educational process along with the traditional technologies. In the author’s opinion, it will not only increase motivation, enhance cognitive and creative activities, realize the maximum potential future professionals, but will provide an opportunity to integrate a large amount of knowledge into almost single system. The author supposes an objective demand for the active introduction of multimedia technology in the educational process of art education for the transition to a new level of music and theoretical training of the future music teachers. The article presents the term “multimedia” and defines the concept of “multimedia technology”, which is the amount of technologies that allow the computer to enter, process, store, transmit and display data such as text, graphics, animation, images, video, sound, speech, etc. The article states that the use of multimedia technologies in this field has its limits, according to the nature of music education. However, the use of multimedia technologies during the music and theoretical cycle caused by a wide range of the following tasks: increasing information saturation of the lesson, visibility, savings organizational efforts of the teacher, optimization control skills of the student, taking into account the individual characteristics of students, improvement of learning and memorizing, etc. The author emphasizes that the multimedia product as one of the most modern ways of presenting information in music and theoretical subjects, which can be represented as presentations, video-anthologies, encyclopedic textbooks, reference books, electronic books and manuals, the simulator for practicing various skills tests, quizzes and highlights the most common applications used in modern practice of teaching music and theoretical subjects

ТЕОРЕТИКО-МЕТОДИЧНІ ЗАСАДИ РОБОТИ ЗІ СТУДЕНТСЬКИМ ХОРОВИМ КОЛЕКТИВОМ В КОНТЕКСТІ МОДЕРНІЗАЦІЇ МИСТЕЦЬКОЇ ОСВІТИ

The article investigates the actual problems of modern pedagogical science — students training in arrangement of students’ vocal and choral work at school. It examines basic theoretical and methodological approaches to the solution of contemporary problems of vocal and choral works and future music teacher training in the context of modern requirements for higher art education. It determines the complex of functions, methods and means of students training in arrangement of students’ vocal and choral work. The main approaches to organization of vocal and choral musical activity that are considered by us are the following: humanistic, aesthetic, culture studying, communicative, reflexive, creative, and projectoriented. Implementation of communicative and creative approaches to music teacher training encourage him to implement wide creative types of work and collective art in the process of education, which contributes to development of spiritual needs in performance and other types of musical and performance activity. Theoretical and methodical instruments mentioned above has become the basis of creative activities of the student choir “Gaudeamus” of the Institute of Art of Kyiv Borys Grinchenko University (conductor — Svitlana Ryabinko, accompanist — Oksana Bichkova). Pedagogical conditions for future music teachers training are developed for effective management of students’ vocal and choral activity, as follows: orientation of methods and forms of organization of informative and practical activity of students to understanding the specifics of vocal and choral work with students, motivation for personal creative self-realization in vocal and choral activity, integration of received knowledge, skills and abilities from different areas of art to pedagogical choral and vocal work at school.

ВОКАЛЬНО-ВИКОНАВСЬКИЙ РОЗВИТОК ЯК СКЛАДОВА ФАХОВОЇ ПІДГОТОВКИ МАЙБУТНЬОГО ВЧИТЕЛЯ МУЗИЧНОГО МИСТЕЦТВА

The article deals with the problem of the vocal and performance development of future music teacher as a complicated, important, holistic, multifaceted process of awareness and improvement, development ability to complete creative professional realization and performance of personal qualities and talents of the teacher. It analyses nformation about professional development and self-development of personality as a study subject of psychologists and educators; it presents different methodological approaches to its solution. It is concluded that professional self-development is connected with the inner combination of constituents of the psyche of personality aimed at its efficacious interaction with the environment by means of achieving the result which is personally significant and adequate to the requirements of society. The professional development is defined as conscious human activity aimed at full self-realization of themselves as individuals in the field which is determined by their future profession. Great attention is focused on the reasonability of consideration of professional self-development issue from the perspective of readiness for its implementation. It is concluded that the development of vocal and performance is an important, multifaceted component that occurs at all stages of professional training of future music teachers and includes various forms of self-expression, self-improvement, self-fulfillment, the ability to realize much better teacher’s personal talents and professional skills. The following research is aimed to identify pedagogical conditions of vocal and performance development of future music teachers in the classroom setting rates.

ДІАГНОСТИКА КОМПЕТЕНЦІЙ У МИСТЕЦЬКІЙ ОСВІТІ: ЗАРУБІЖНИЙ ТА УКРАЇНСЬКИЙ ДОСВІД

The article deals with the analysis of tools used for competence development diagnostics in the European Union states (Federal Republic of Germany, Austria, Switzerland), the USA and Ukraine. The common approaches to the development and implementation of diagnostic tools in the process of music teachers training are determined: the competence-oriented educational standards and a complex of key competencies served as the basis for the diagnostic tools development; the development of diagnostic tools is carried out by Ministries, institutes and pedagogical and psychological laboratories; it is asserted that to provide education of high quality both psychological and pedagogical diagnostics are to be carried out. The author’s interpretation of terms used to define Musical Arts teachers’ general professional and specialized professional competencies and diagnostic tools providing for determining future specialists’ quality of education is offered.

Music Teacher Training: A precarious area within the Spanish university

In the last few years expressions like European convergence, European Higher Education Area, European Credit Transfer and Accumulation System and others have become more and more usual not only in academic circles but also even in the mass media. But to what extent are these expressions valid for all knowledge areas in all EU countries? After analysing the curricula for Music Teaching Training in Spain (through the lens of J. Butler and J. Derrida) I will show the situation of precarity of this knowledge area under a postmodern perspective and how the expressions above have become non-neutral expressions sous rature that manage to preserve the rights of the already consolidated knowledge areas to the detriment of the non-consolidated ones.