Teaching Endeavors Research Articles

Agricultural science preservice teachers implementation of practical activities through video-based observations

Practical activities are essential for promoting experiential learning and preparing future teachers to effectively convey complex concepts, particularly in agricultural science education. Teacher training institutions strive to equip prospective teachers with the requisite knowledge and skills necessary to successfully implement the curriculum in their future teaching endeavors. This study aimed to evaluate preservice agricultural science teachers in their ability to integrate practical activities into their classrooms using easily accessible and locally available resources to teach agricultural science content that requires hands-on engagement from learners. This qualitative study involved six preservice agricultural science teachers in their third year of the Bachelor of Education in secondary education honors program at the International University of Management in Namibia. Preservice teachers were asked to record a 10-15-minute videos of them enacting agricultural science during their four weeks school-based studies (also known as teaching practicum). Video observations revealed that teachers effectively utilized readily available materials to explain concepts in agricultural science in the topic of soil in which they were primarily asked to concentrate on in any grade of their choice. Additionally, the teachers engaged with syllabus-based content appropriately, demonstrated enthusiasm in presenting the material, and exhibited a strong command of the language used as the medium of instruction.

Navigating self-regulated online teaching: Educators’ response to the COVID-19 pandemic

Amidst the unprecedented challenges brought on by the COVID-19 pandemic, the landscape of education has undergone profound transformations. One of the most notable shifts has been the rapid transition to online teaching methodologies. This transition has highlighted the critical role of teachers in self-regulating their instructional approaches while actively engaging in the realm of online learning. In this study, we delve into this dynamic environment, closely examining the practices of different age groups of educators: 177 teachers aged 20-30, 217 teachers aged 31-40, 68 teachers aged 41-50, and 15 teachers aged 51 and above. Our research takes a comprehensive approach, organizing the investigation into three distinct phases, each comprising six essential elements. Through this structured analysis, intriguing patterns emerge, particularly within the Performance and Appraisal Phase, where notable disparities among age groups within the Self-regulated Teaching Model become evident. In response to the multifaceted challenges posed by online teaching, our study proposes a compelling solution. We advocate for a strategic alignment of instructors from diverse age groups to collaboratively guide online courses. By harnessing the collective strengths and perspectives of educators across generations, this collaborative pedagogical approach has the potential to significantly enhance the efficacy of online teaching endeavors.

Factors influencing perseverance in teaching Chinese martial arts abroad: a self-determination theory perspective among international instructors.

The global dissemination of Chinese martial arts (CMAs), transcends mere physical activity; it represents a cultural and philosophical journey that contributes to enhanced psychological well-being. Capturing international attention, CMAs have engendered a network of global instructors committed to their cross-cultural teaching. However, the narrative of CMAs across the globe is incomplete without understanding the psychological factors that fuel the perseverance of these international instructors. Their relentless commitment, motivated by factors beyond the cultural and geographical barriers, poses a unique question: What motivates these instructors to persist in teaching CMAs in the face of such challenges? The study aims to uncover the key motivational mechanisms that influence the perseverance of international CMAs instructors in their teaching endeavors. Employing Self-Determination Theory, 147 international CMAs instructors completed the Motivation for Teaching CMAs Scale, Perceived Belonging Scale, and Perseverance in Teaching CMAs Scale. SPSS 20.0 was utilized for conducting descriptive statistics, common method bias tests, and correlation analyses. Structural equation modeling was performed using AMOS 26.0. Autonomous Motivation positively affected perseverance in teaching CMAs (β = 0.369, b = 0.465, t = 4.232, p < 0.001). In contrast, Amotivation negatively affected perseverance (β = -0.323, b = -0.382, t = -3.561, p < 0.001). Neither Controlled Motivation nor Sense of Belonging significantly affected perseverance. The model explained 27.9% of the variance in perseverance, offering insights into the motivational mechanisms influencing international CMAs instructors. This study concludes that the perseverance of international instructors in teaching CMAs is primarily driven by overcoming amotivation and fostering autonomous motivation, rather than short-term internal or external incentives, which appear ineffective. Additionally, sense of belonging to their CMA school does not significantly influence their perseverance, potentially due to the diverse cultural backgrounds of the instructors surveyed. The findings suggest that by enhancing the recognition and acceptance of CMAs' core philosophies and values, aligning teaching practices with personal and cultural values, and fostering a profound passion for CMAs, international instructors could boost their autonomous motivation, which is crucial for their sustained commitment in promoting CMAs globally.

Does the Understanding of Managing Variables among Pre-Service Early Childhood Teachers Correspond to Distinct Teaching Methods in Their Future Careers?

This study aims to examine the views of pre-service early childhood student teachers (referred to as student teachers) regarding the potential impact of an inquiry-based science course on their intention to utilize inquiry-based learning approaches, such as the Control of Variables Strategy (CVS) method. The study comprised a preliminary phase (N = 17) and a primary phase (N = 81). The participants’ level of understanding of the inquiry-based method was assessed using an open- and semi-open questionnaire. A 34-item Likert-type questionnaire was created using the Theory of Planned Behavior in the preliminary phase of the study and utilized in the primary phase to examine student teachers’ intentions to include the CVS technique into their lessons. The results showed student teachers’ strong intention to implement inquiry-based learning strategies, being supported by their positive estimations of managing the CVS method engagement in the classroom. However, their estimations of the significant others’ opinions and the personal gain–loss balance expected from engaging with the CVS method significantly hindered their intention. Most interestingly, the results of the study suggest that the various levels of comprehension of the CVS method attained by student teachers are connected to the adoption of distinct approaches in their future teaching endeavors. In light of these results, we discuss several teaching implications.

Integrating Spotify in Teaching English Listening Skills: Exploring The Benefits and Challenges

In recent times, the advent of digital technology has revolutionized our modes of communication, learning, and interaction with the world. Technology offers numerous advantages and serves as an appealing and effective tool for educators in their teaching endeavors. Students now have the opportunity to harness the potential of technology, including platforms like Spotify, as a means of enhancing their learning experiences. The objective of this study is to explore the advantages and obstacles associated with utilizing the Spotify application for the purpose of teaching English listening skills through analyzing existing literature. The relevant articles for this research were sourced through internet search engines such as Google Scholar, Mendeley, and Publish or Perish. The examination of the gathered articles uncovered a wide range of challenges and benefits that arise when incorporating Spotify within the realm of language learning. Keywords: Spotify Application, Teaching, Listening Skills

Toward A Fuller Definition for the Science of Nursing Education Through Hermeneutical Analysis.

Authors writing about the science of nursing education have tended to focus extensionally, describing and analyzing the significance and benefits of nurse educators' unique, individual teaching endeavors, rather than clarifying their perceptions of the intensional core essence of the science itself. As a result, communal thinking about the science of nursing education and its implications for student learning are constrained. Methods: Hermeneutical analysis of published reports and narratives supported identification of a provisional, intensionally oriented definition of the science guiding nurse educators' disciplinary practice. The emerging definition was "study of nurse educators' mindful implementation of effective and meaningful learning opportunities to enculturate graduates for practice excellence guided by nursing's disciplinary knowledge." A working, intensional definition of the science of nursing education emphasizes qualities central to nurse educators' practice, ultimately contributing to preparing graduates for professional nursing practice. [J Nurs Educ. 2024;63(2):72-78.].

Professional learning of prospective elementary school teachers in supervised training

Abstract Professional learning has garnered considerable attention from researchers, as it forms a fundamental aspect of teachers’ professional development. Such learning encompasses a range of essential elements, including acquiring knowledge about curriculum content, teaching methods, core values, attitudes intrinsic to the teaching profession, and the nuances of professional culture. Notably, supervised training stands as a significant context for the professional learning of prospective teachers, offering direct exposure to the teaching profession and opportunities for critical reflection on theoretical and practical experiences. In this study, we undertake an investigation of the professional learning experiences of prospective teachers within the Early Years of Elementary Education, employing a qualitative and interpretative approach. To achieve this objective, we conducted in-depth research with ten female students enrolled in an Education Undergraduate Program at the Federal University of the Fronteira Sul, Erechim Campus. Our focus was on examining their learning encounters during supervised training. The empirical data for the study encompassed narratives shared by the ten interns during sessions dedicated to teaching in Elementary School, alongside textual productions prepared by the students throughout their training. The analysis of the gathered data has revealed noteworthy learning outcomes concerning teaching in various dimensions. Firstly, it shed light on the process of lesson planning, characterized by its reflective nature, theoretical underpinnings, and comprehensive approach to devising learning pathways for students. Secondly, the investigation illuminated the development of teaching skills, an intricate fusion of multiple elements that collectively facilitate effective classroom practices. Lastly, the study elucidated the dynamics of the school environment, perceived as an interactive, dynamic, pluralistic, and adaptable context conducive to the realization of successful teaching endeavors.

Aprendizagens profissionais de acadêmicos de licenciatura em pedagogia em estágio supervisionado

Abstract Professional learning has garnered considerable attention from researchers, as it forms a fundamental aspect of teachers’ professional development. Such learning encompasses a range of essential elements, including acquiring knowledge about curriculum content, teaching methods, core values, attitudes intrinsic to the teaching profession, and the nuances of professional culture. Notably, supervised training stands as a significant context for the professional learning of prospective teachers, offering direct exposure to the teaching profession and opportunities for critical reflection on theoretical and practical experiences. In this study, we undertake an investigation of the professional learning experiences of prospective teachers within the Early Years of Elementary Education, employing a qualitative and interpretative approach. To achieve this objective, we conducted in-depth research 3 with ten female students enrolled in an Education Undergraduate Program at the Federal University of the Fronteira Sul, Erechim Campus. Our focus was on examining their learning encounters during supervised training. The empirical data for the study encompassed narratives shared by the ten interns during sessions dedicated to teaching in Elementary School, alongside textual productions prepared by the students throughout their training. The analysis of the gathered data has revealed noteworthy learning outcomes concerning teaching in various dimensions. Firstly, it shed light on the process of lesson planning, characterized by its reflective nature, theoretical underpinnings, and comprehensive approach to devising learning pathways for students. Secondly, the investigation illuminated the development of teaching skills, an intricate fusion of multiple elements that collectively facilitate effective classroom practices. Lastly, the study elucidated the dynamics of the school environment, perceived as an interactive, dynamic, pluralistic, and adaptable context conducive to the realization of successful teaching endeavors.

English

Teaching is one of the most consequential responsibilities of an academic librarian, yet many of us approach it without the training or self-awareness required to do it well. Teaching well means being willing to commit to endless, fearless exploration of pedagogical pathways, shifting social realities, and discomforting valleys within the self. These journeys enable us to define and strengthen our teacher identities. Critical LIS studies on identity frequently explore the multiplicity of librarian attitudes toward teaching or the complexity of individual librarian identities. In our study, we merged these two exploratory objectives by analyzing the dialogical interaction of an academic librarian's multiple identities in the teaching context, specifically. As academic librarians, diverse in terms of race, gender, age, and professional experience, we engaged in collaborative autoethnography to uncover and name the interlocking identities that inform our teaching endeavours. Through the lens of dialogical self theory (DST) and its concept of self positioning, we identified positions of the self that interact and negotiate with each other to facilitate or complicate the act of teaching itself. Autoethnographic exploration deepened our understanding of our teaching selves and helped us decipher the socio-psychological scripts that hinder and empower us as educators.

Perceptions of Pre-service Teachers on Code-switching in Bahasa Indonesia to English or Cebuano to English

This paper explores the perceptions of Filipino and Indonesian pre-service teachers on code-switching between Cebuano or Bahasa Indonesia, respectively, and English. Attributed to Canagarajah's Global English, among other theories, this quantitative research described the languages used and the perceptions on code-switching. The study compared the results of the Filipino and Indonesian pre-service teachers' perception on codeswitching and identified the preference for language use in both groups. It was found that the respondents are bilingual teachers. Also, both groups agree that teaching in one language only is not beneficial, teaching in both languages is desirable and easier to understand, mixing both languages does not weaken each other, and codeswitching assists in higher grades. Almost all respondents prefer the teaching of English through code-switching. Therefore, an empowered use of the local language and an established teaching of a World English variety unique to the Philippines and Indonesia can help pre-service teachers in their future teaching endeavors.

Specialized training in hospital pharmacy: an overview of the concerns, needs and current situation of resident tutors

ObjectiveTo provide new insight into the training needs and resources required by hospital pharmacy resident tutors in Spain, as well as into their level of motivation and satisfaction with their teaching. MethodGoogle Forms® was used to design a survey addressed to hospital pharmacy resident tutors between January and March 2019. They survey consisted of generic (tutor, hospital, service) and specific questions (available resources, teaching activities, teaching satisfaction, training needs). A univariate exploratory analysis was conducted to study possible factors related to teaching satisfaction and motivation. ResultsReplies were received from 83 tutors (rate of response: 52.8%), from 15/17 Spanish regions. The annual resident/tutor ratio was 4 (IQR = 2-4). A total of 96.4% of tutors conducted interviews, of whom 65.1% did so quarterly. Other activities included the management of external training rotations (97.6%), planning of rotations (97.6%) and annual appraisals (96.4%). Only 17.1% of respondents were given time off their regular duties for their tutorship work, with 71.4% stating that the time they were allowed was insufficient. A total of 70.7% of tutors from eight Spanish regions where the granting of protected time was regulated said were not given any time off for their teaching endeavors. Most tutors declared to be satisfied (66.7%) and motivated (63%) with their teaching work. Motivation appeared to fall with age, and both motivation and satisfaction decreased as a function of the tutors’ years of professional experience and when they were given no time off for their tutorship work or when the remuneration was low, without any relationship being identified between these factors. Tutors pointed out that work should be done to increase the number of hours assigned to tutorships (78%), preparing SEFH-validated training plans (76.8%), improving teaching techniques (65.9%), and decreasing the clinical workload (62.2%). Over the past 3 years, 69.1% of tutors had received training. This training was arranged by educational committees (63.3%), the Spanish regional authorities (42.4%) and SEFH (13.6%). All the training in clinical, teaching, and communicative competencies enjoyed wide acceptance (> 90%). The preferred delivery method was hybrid (partly on-line and partly onsite) (64.6%). ConclusionsSEFH's tutors’ group conducted its first national survey addressed to hospital pharmacy resident tutors. The survey showed that, although tutors are highly satisfied with their teaching activities, they would like more training and to be able to devote more time to their tutorship work. It was also shown that a regulatory framework needs to be implemented in various Spanish regions and that compliance with existing regional regulations must be improved.

A genderful research world: rapid review, design, and pilot study of an interactive platform for curated sex and gender health research resources

BackgroundIntegration of sex and gender into health research is best practice for designing and conducting equitable, rigorous scientific research. Many evidence-based resources exist to support researchers in this endeavour, but such resources often remain underutilized as they are difficult to find, are not publicly accessible, or are specific to a particular research phase, context, or population. The development and evaluation of a repository of resources was deemed important to create an accessible platform for promoting sex- and gender-integration in health research.MethodsA rapid review was conducted of critical resources for conducting sex and gender health research. These were integrated into a prototype website design (the Genderful Research World; GRW) that provided an interactive digital landscape for researchers to access these resources. A pilot study evaluated the GRW website for applicability, desirability, and usability with an international sample of 31 health researchers from various disciplines and career stages. Quantitative data from the pilot study was summarized with descriptive statistics. Qualitative data was summarized narratively and used to identify concrete elements for improvement in a second design iteration.ResultsResults of the pilot study revealed that the GRW was considered user friendly and desirable by health researchers and helped them access relevant information. Feedback suggested that providing these resources in a playful way may enhance the experience of the user, particularly given the high ‘desirability’ scores and that users emphasized the interactive layout as being key to their intention to integrate it into their teaching endeavors. Key feedback from the pilot study (e.g., addition of resources specific to research with transgender populations, revision of website layout) was integrated into the current version of the website: www.genderfulresearchworld.com.ConclusionsThe present research suggests a utility for a repository of resources for integrating sex and gender considerations into research, and that providing a logical, intuitive means of cataloguing and navigating such resources is critical for usability. The results of this study may inform the development of other novel researcher-directed resource curation efforts to address health equity issues and encourage and support health researchers to integrate a sex and gender perspective in their work.

EFL Teaching and Technology Acceptance: Use and Gratification Paradigm

Far from being a projection for the future, the use of Information and Communication Technologies (ICTs) for educational ends is today a commonplace reality. The exploitation of internet-based applications is part and parcel of the teaching endeavors within and across instructional settings. In the EFL teaching setting, teachers are expected to maximize the effective and efficient usage of various technological tools to ease the learners’ elaboration of the target language-related skills. However, findings from recent research point to the substantial discrepancies among EFL teachers in terms of technology acceptance. Teachers range from technology espousers, through technology evaders to technology drop-outs. Against this background, this paper seeks to examine the Moroccan private high school teachers’ stance toward the espousal of ICTs in teaching practice. Using the Technology Acceptance Model (TAM) devised by Davis (1989), this quantitative study is geared towards deciphering the Moroccan private high school teachers’ readiness to espouse technology and, ultimately, step away from the traditional, pen-and-paper-bound style. The study reveals that Moroccan high school teachers subscribe to the idea that ICT implementation is a warranty for reaching an optimal level of quality in EFL teaching, but they remain apprehensive and reluctant about an immediate buy-in of ICTs for subjective and objective reasons.

“Radical TAs”: Co-creating liberatory classrooms with undergraduate students

In this paper, we suggest that when undergraduate students are engaged as full teaching partners with professors in the college classroom, more liberatory and transformative educational spaces can be created. This paper is based on findings from a qualitative participatory study led by a team of six undergraduate students and one professor who engaged in a series of collaborative teaching endeavors (known as the Radical Teaching Assistant Project) at a small liberal arts college in the southern United States. Our findings suggest that positioning undergraduate students as co-teachers in college classrooms (a) fosters deeper student engagement through relatability, (b) creates more accessible and generative learning environments, (c) subverts knowledge hierarchies in the academy, (d) challenges dominant discourses and norms in the classroom, and (e) provides a space to engage in prefigurative politics. We also discuss some key challenges that arise through this model of collaborative teaching. Our findings suggest that students have much to offer college classrooms when they are central actors in designing course curricula and facilitating class sessions for their peers.

Teaching Māori literature as a tauiwi scholar: A German case study

ABSTRACT Drawing on personal teaching experiences, this article turns a spotlight on the potentials, pitfalls and peculiarities of engaging with Indigenous literature from Aotearoa (New Zealand) in a contemporary German tertiary education context. It directs attention to the entanglement of individual teaching endeavours and classroom constellations with the national university landscape, as well as to the necessity of considering such teaching in a global context. The underlying ambition of the described teaching approach is to provide a local and cultural focus that allows for nuanced insights, while also acknowledging comprehensive interweavings and a plurality of voices. Arguing for a reflective, inquiring, and plurifying pedagogy that consciously emphasizes ambiguities and frictions, I conclude that, while complexities can only ever be adumbrated and exemplarily discussed in any university course, it is essential to emphasize the multifacetedness and concurrently local as well as global embeddedness of Māori literature, its authors and its readers.

Teacher educators as public intellectuals: exploring possibilities

ABSTRACT As higher education providers respond to increasing financial pressures with restructures and downsizing, teacher education is often subsumed into larger faculties that result in teacher educators’ work, especially related to accreditation lost in the myriad of benchmarks and measures to be achieved. Even during a worldwide pandemic, teaching and teacher education continue to be subjected to scrutiny and portrayed as problematic by policymakers. In the 50th year of the Asia-Pacific Journal of Teacher Education, it is timely to reflect on our role as public intellectuals and explore possibilities to engage with discussions that shift the negative gaze in both teaching and teacher education to explore and generate new sensibilities. The paper critically analyses possibilities for teacher educators as public intellectuals through their research, teaching and service endeavours to make cultural contributions to education research and practice.

Lyuben Georgiev’s innovative ideas concerning Bulgarian language teaching Radomira Videva. Easy-to-read legal texts as a means of INCREASING the cognitive accessibility of legal language

The present paper is focused on Lyuben Georgiev’s innovative ideas concerning Bulgarian language teaching. The author’s new ideas presented in his work The Mother Tongue in Our Junior High Schools and High Schools (a Language Teaching Endeavour) (1933) have not been the subject of scientific research so far. L. Georgiev’s set of didactic ideas is important evidence for the overcoming of the Herbartian model and the orientation of language teaching towards the formation of communicative competencies. Emphasizing the creative nature of pedagogical interaction, Lyuben Georgiev offers a comprehensive system of ideas – a system that is in line with modern trends in language learning.

A Systematic Review of Library Services Provision in Response to COVID-19 Pandemic

Objective – Libraries have had to temporarily shut their doors because of the COVID-19 pandemic, resulting in the provision of online and remote services. This review analyzed services offered by libraries, the technological tools used, and the challenges facing libraries during the pandemic. Methods – This study employed a systematic literature review, following the PRISMA checklist (Moher at al., 2009). The Building Blocks search strategy was employed to search for keywords of concepts in Library and Information Science Abstract (LISA), Library and Information Science Technology Abstract (LISTA), Library Science Database, Web of Science (WoS) core collections, and Google Scholar. A set of inclusion and exclusion criteria was pre-determined by the authors prior to database searching. Quality assessment of included studies was performed using the Mixed Methods Appraisal Tool (Hong et al., 2018). A tabular approach was used to provide a summary of each article allowing the synthesis of results, which led to the identification of eight broad categories of services provided by libraries in included studies. Results – The first set of searches from the 5 databases produced 3,499 results. After we removed duplicates and applied the inclusion and exclusion criteria based on titles and abstracts, 37 potentially relevant articles were identified. Further screening of the full-text led to the final inclusion of 23 articles used for the qualitative synthesis. The majority of the studies were conducted in the United States of America (n= 6, 26.1%), followed by India (n=4, 17%), and China (n=2, 8.7%). The remaining studies were carried out in United Kingdom, Ireland, Canada, Mexico, Romania, Czech Republic, Indonesia, Pakistan, Nigeria, Lesotho, and Zimbabwe. The most common method used in selected studies was the case study (n= 11, 48%), followed by survey (n=7, 30.4%), content analysis (n=4, 17.4%), and mixed methods (n=1, 4.3%). The majority of the studies were carried out in academic libraries (74%), while the rest were based on medical, public, and special libraries. Findings show that the majority of academic libraries in the included studies are providing and expanding access to electronic resources (n=16, 69.6%) and increasing open access resources and services (n=11, 47.8%). More so, most academic libraries are assisting in virtual education and teaching endeavors of faculty and students (n=13, 56.5%). In addition, some medical and public libraries are bolstering public health safety through health literacy (n=12, 52.2%), supporting research efforts, and engaging in virtual reference services, among others. In order to carry out these services, libraries are harnessing several educational, social networking, communication, and makerspaces technologies. Most of the libraries in the included studies reported budgetary challenges, and the need for new ICT infrastructure and Internet service as they move their services online. Conclusion – This review found that libraries are adapting in a number of ways to continue their roles in meeting patrons’ needs in spite of the growing challenges posed by COVID-19 restrictions and lockdown. For libraries to thrive in these trying times, there must be a well-structured approach to ensuring continuity of services. Libraries should prioritize the acquisition of electronic resources as well as increase their efforts to digitize resources that are only available in printed copies. As library services have predominantly shifted online, there should be concerted effort and support from government and funding agencies to equip libraries with the technological facilities needed to provide cutting-edge services. The quality assessment of the included studies shows that there is need for rigor and transparency in the methodological description of studies investigating library services provision in a pandemic. This review provides an overview of the ways libraries have responded to the challenges posed by a global pandemic, and hence will be of use and interest to all librarians especially those in health and academic sectors.

Addressing the Leaking Pipeline: Supporting Disabled Graduate Student Teachers in Psychology

Introduction People with disabilities are under-represented among psychology faculty and graduate students and are more likely than their non-disabled peers to attrite from psychology graduate programs. They face numerous barriers in graduate training. Statement of the Problem Teaching experience is a core experience for psychology graduate students, especially those pursuing faculty positions. Disabled graduate students face many barriers that may make it difficult for them to obtain high-quality graduate student teaching experience. This contributes to the continuing under-representation of disabled faculty in psychology programs. Literature Review I review key empirical and conceptual articles on the experiences of disabled psychology trainees and how to best support them. Teaching Implications I provide evidence-based suggestions and strategies for supporting graduate students with disabilities as they obtain teaching experience. Conclusion By actively supporting graduate students with disabilities in their teaching endeavors, psychology faculty can help stem the leaky pipeline and increase the numbers of psychology faculty with disabilities.

Music as a Tool for Shaping the Growing Individual: A Review

The paper is directed at contributing to the awareness of the need to emphasize the need for music education in schools. Music has largely been touted as a tool for training, however, it is practically being employed as a source of entertainment and a means of engaging learners in the classroom, thereby paying less attention to its evolving effect on the individual. Consequently, a number of literature emphasizing the importance of music as an instrument for the total development of the learner, has been thoroughly reviewed in this paper. This is to expose stakeholders of education particularly educators, policymakers, parents and heads of educational institutions to the inseparable benefits of music in the general education of the learner. It is therefore crucial for teachers and heads of schools to liaise with Parent-teacher associations, non-governmental organizations, School management boards and the Ministry of Education to help furnish schools with appropriate musical instruments and facilities such as sound laboratories, secluded rooms for audio-visuals to aid teachers and learners in the teaching and learning endeavour. Keywords: Music education, Philosophy of music, Interpretation of music education