Pub Date : 2024-04-09DOI: 10.1177/10570837241238570
Colleen Conway
{"title":"Who Are the Music Teacher Educators? Part II","authors":"Colleen Conway","doi":"10.1177/10570837241238570","DOIUrl":"https://doi.org/10.1177/10570837241238570","url":null,"abstract":"","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"43 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140560575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-09DOI: 10.1177/10570837241238355
Thomas J. Rinn
During the COVID-19 pandemic, most students in the United States experienced full school closure followed by a hybrid of online and in-person learning before ultimately returning to fully in-person instruction in the Fall of 2021. I investigated the experiences of three high school choir teachers during the 2021–2022 academic year to examine their perceptions of students’ engagement before, during, and post-pandemic school shutdowns. Analysis revealed common themes of (a) concerns about student attrition, (b) learning loss, (c) psychological impacts, (d) teaching accommodations, and (e) learning inequities. Choir teachers perceived the most significant difference in students post-shutdown to be their psychological health. Positive accommodations include a focus on student psychological well-being, engagement in retention and recruitment strategies, and new uses of technology in the choral context. The results provide guidance to music teacher educators preparing preservice educators to enter the workforce post-pandemic.
{"title":"“The Children Are Not Okay”: Choir Teachers’ Perceptions of Students Post Shutdowns","authors":"Thomas J. Rinn","doi":"10.1177/10570837241238355","DOIUrl":"https://doi.org/10.1177/10570837241238355","url":null,"abstract":"During the COVID-19 pandemic, most students in the United States experienced full school closure followed by a hybrid of online and in-person learning before ultimately returning to fully in-person instruction in the Fall of 2021. I investigated the experiences of three high school choir teachers during the 2021–2022 academic year to examine their perceptions of students’ engagement before, during, and post-pandemic school shutdowns. Analysis revealed common themes of (a) concerns about student attrition, (b) learning loss, (c) psychological impacts, (d) teaching accommodations, and (e) learning inequities. Choir teachers perceived the most significant difference in students post-shutdown to be their psychological health. Positive accommodations include a focus on student psychological well-being, engagement in retention and recruitment strategies, and new uses of technology in the choral context. The results provide guidance to music teacher educators preparing preservice educators to enter the workforce post-pandemic.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"38 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140560564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-11DOI: 10.1177/10570837241232417
Diana R. Dansereau, Michael Sundblad
The purpose of this explanatory sequential mixed-methods study was to provide a profile of preservice music educators who chose to attend community college and a description of factors that led to this choice. The study was framed by Perna’s college choice model and focused on participants’ experiences and the socioeconomic and educational contexts that predated their enrollment. Quantitative data were collected via a questionnaire to community college students who sought a career in music education ( N = 59). Qualitative data were gleaned from interviews with four participants. Most participants (77.97%) identified as White, 47.47% identified as female, the mean age was 21.90 years, and 50.85% were first-generation college students. Participants reported varying levels of cultural capital, with 54.24% receiving private lessons prior to college. Affordability, location, the opportunity to live at home, flexible scheduling, and prior positive experiences with the college were motivators for attending a community college.
{"title":"A Profile of Community College Students as Preservice Music Educators","authors":"Diana R. Dansereau, Michael Sundblad","doi":"10.1177/10570837241232417","DOIUrl":"https://doi.org/10.1177/10570837241232417","url":null,"abstract":"The purpose of this explanatory sequential mixed-methods study was to provide a profile of preservice music educators who chose to attend community college and a description of factors that led to this choice. The study was framed by Perna’s college choice model and focused on participants’ experiences and the socioeconomic and educational contexts that predated their enrollment. Quantitative data were collected via a questionnaire to community college students who sought a career in music education ( N = 59). Qualitative data were gleaned from interviews with four participants. Most participants (77.97%) identified as White, 47.47% identified as female, the mean age was 21.90 years, and 50.85% were first-generation college students. Participants reported varying levels of cultural capital, with 54.24% receiving private lessons prior to college. Affordability, location, the opportunity to live at home, flexible scheduling, and prior positive experiences with the college were motivators for attending a community college.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"92 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140107261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-26DOI: 10.1177/10570837241233989
Kari Adams, Jessica Nápoles
The purpose of this phenomenological study was to explore the “lived experience” of choral music teacher educators (MTEs) in hybrid positions at tier 1 research universities. After interviews with eight choral MTEs from across the United States, three themes emerged from our data: inseparable identity components, reciprocity of selves, and externally derived tension. Inseparable identity components described the ways in which participants sought to align the components of their job with their holistic teacher–researcher–conductor identities. Reciprocity of selves referred to how participants’ teacher, researcher, and conductor selves informed and were informed by each other. Finally, participants maintained security in their own holistic sense of self but experienced externally derived tension as they navigated the structural divide of performance and education in higher education.
{"title":"The Hybrid Identities of Choral Music Teacher Educators in Tier 1 Research Universities: A Phenomenological Exploration","authors":"Kari Adams, Jessica Nápoles","doi":"10.1177/10570837241233989","DOIUrl":"https://doi.org/10.1177/10570837241233989","url":null,"abstract":"The purpose of this phenomenological study was to explore the “lived experience” of choral music teacher educators (MTEs) in hybrid positions at tier 1 research universities. After interviews with eight choral MTEs from across the United States, three themes emerged from our data: inseparable identity components, reciprocity of selves, and externally derived tension. Inseparable identity components described the ways in which participants sought to align the components of their job with their holistic teacher–researcher–conductor identities. Reciprocity of selves referred to how participants’ teacher, researcher, and conductor selves informed and were informed by each other. Finally, participants maintained security in their own holistic sense of self but experienced externally derived tension as they navigated the structural divide of performance and education in higher education.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"31 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139981139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-30DOI: 10.1177/10570837231216716
K. Adams
The purpose of this intrinsic case study was to examine how preservice music teachers’ participation in a 4-year lab choir setting contributed to their teacher identity construction. This lab choir represents an uncommon case of peer teaching because preservice teachers enroll in the course each semester of their undergraduate career and participate as singers for multiple semesters before taking on the teacher role, at which point they are teaching an ensemble made up largely of younger students. The eight participants in this study were choral music education majors who had been members of the lab choir since their first semester at the university. Three themes emerged from the data: culture of identity construction, evolution through coursework, and peers as future selves. Participants felt the lab choir experience contributed positively to their identity construction and skill acquisition. Implications for music teacher education are discussed.
{"title":"“We Are All Teachers Here”: Identity Construction in a 4-Year Lab Choir","authors":"K. Adams","doi":"10.1177/10570837231216716","DOIUrl":"https://doi.org/10.1177/10570837231216716","url":null,"abstract":"The purpose of this intrinsic case study was to examine how preservice music teachers’ participation in a 4-year lab choir setting contributed to their teacher identity construction. This lab choir represents an uncommon case of peer teaching because preservice teachers enroll in the course each semester of their undergraduate career and participate as singers for multiple semesters before taking on the teacher role, at which point they are teaching an ensemble made up largely of younger students. The eight participants in this study were choral music education majors who had been members of the lab choir since their first semester at the university. Three themes emerged from the data: culture of identity construction, evolution through coursework, and peers as future selves. Participants felt the lab choir experience contributed positively to their identity construction and skill acquisition. Implications for music teacher education are discussed.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":" 63","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139139506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-30DOI: 10.1177/10570837231220106
S. Powell
{"title":"Symposium on Music Teacher Education: Looking Back at 2023, Looking Forward to 2025","authors":"S. Powell","doi":"10.1177/10570837231220106","DOIUrl":"https://doi.org/10.1177/10570837231220106","url":null,"abstract":"","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":" 9","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139140099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-18DOI: 10.1177/10570837231216723
Jessica Nápoles, Jamey Kelley, Julianna LoBiondo
The purpose of this descriptive phenomenological study was to examine the co-teaching experiences of secondary choir teachers in associate director positions in the state of Texas. We interviewed 12 participants, who had held an associate director position for at least 3 years, two times across a 4-month period. Three themes emerged from the data: personal compatibility with head director, context for mentoring and learning, and hierarchical structures. The most satisfied associate directors had a positive relationship with their head director colleague, felt that their input was valued, and collaborated as part of a team. They desired to learn and receive mentorship from their colleague, though that mentorship was facilitated or impeded by context. Hierarchical structures were pervasive and affected job roles, associate directors’ sense of agency, and the choirs they taught.
{"title":"A Phenomenological Exploration of the Co-Teaching Experiences of Associate Choir Teachers in Texas","authors":"Jessica Nápoles, Jamey Kelley, Julianna LoBiondo","doi":"10.1177/10570837231216723","DOIUrl":"https://doi.org/10.1177/10570837231216723","url":null,"abstract":"The purpose of this descriptive phenomenological study was to examine the co-teaching experiences of secondary choir teachers in associate director positions in the state of Texas. We interviewed 12 participants, who had held an associate director position for at least 3 years, two times across a 4-month period. Three themes emerged from the data: personal compatibility with head director, context for mentoring and learning, and hierarchical structures. The most satisfied associate directors had a positive relationship with their head director colleague, felt that their input was valued, and collaborated as part of a team. They desired to learn and receive mentorship from their colleague, though that mentorship was facilitated or impeded by context. Hierarchical structures were pervasive and affected job roles, associate directors’ sense of agency, and the choirs they taught.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"38 8","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139174809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-18DOI: 10.1177/10570837231217100
Mignon van Vreden
Despite a renewed interest in music teacher education practices with real-world implications, the heterogeneity of learners is often daunting to early-career educators. There is a lack of specific and adequate coursework in undergraduate music education programs to prepare preservice music teachers (PSMTs) for teaching diverse learner populations, including learners with disabilities. Drawing on a project where PSMTs facilitated drumming sessions at a special education school, this case study explored PSMTs’ experiences of project-based service learning in a special educational setting. Five themes that emerged from the data describing PSMTs’ experiences suggest that such initiatives with learners at a special education school can foster student responsiveness and autonomy. The findings describe how integrating dialectic aspects could nurture the music-teaching skills of a PSMT. These aspects are joy and challenges, expectations and reactions, and learning to teach individually and in a group.
{"title":"Playing on Both Sides of the Djembe: Preservice Music Teacher Development Through Facilitating Drumming at a Special Education School","authors":"Mignon van Vreden","doi":"10.1177/10570837231217100","DOIUrl":"https://doi.org/10.1177/10570837231217100","url":null,"abstract":"Despite a renewed interest in music teacher education practices with real-world implications, the heterogeneity of learners is often daunting to early-career educators. There is a lack of specific and adequate coursework in undergraduate music education programs to prepare preservice music teachers (PSMTs) for teaching diverse learner populations, including learners with disabilities. Drawing on a project where PSMTs facilitated drumming sessions at a special education school, this case study explored PSMTs’ experiences of project-based service learning in a special educational setting. Five themes that emerged from the data describing PSMTs’ experiences suggest that such initiatives with learners at a special education school can foster student responsiveness and autonomy. The findings describe how integrating dialectic aspects could nurture the music-teaching skills of a PSMT. These aspects are joy and challenges, expectations and reactions, and learning to teach individually and in a group.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"5 4","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139173605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-14DOI: 10.1177/10570837231208224
Kim Barclift, Rebecca B. MacLeod
The purpose of this study was to compare preservice music teachers’ self-reflections about their teaching from two perspectives: immediate reflection and video reflection. Preservice music teachers’ reflections were analyzed, and 22 codes emerged. Our analysis of the preservice music teachers’ reflections found that the 22 codes aligned with self, task, and student impact concerns as outlined by Fuller and Bown (1975). Preservice music teacher reflections focused primarily on task concerns (1,137), followed by self-concerns (441) and student impact concerns (343). A significant difference was found between immediate and video reflections for self-concerns ( W = −98 p = .02) but not for task or student impact concerns. Self-concerns about musical leadership, teacher talk, and teacher delivery were mostly noted following video reflections, while concerns of student engagement, student success, teaching strategies, student assessment, and feedback were referenced immediately following their lesson.
本研究的目的是比较职前音乐教师的教学自我反思，从两个角度:即时反思和视频反思。对职前音乐教师的反思进行分析，得出22条准则。我们对职前音乐教师反思的分析发现，富勒和鲍恩(1975)概述的22个准则与自我、任务和学生影响问题一致。职前音乐教师的反思主要集中在任务关注(1137)，其次是自我关注(441)和学生影响关注(343)。即时反思和视频反思在自我关注方面存在显著差异(W = - 98 p = 0.02)，但在任务或学生影响方面没有显著差异。自我关注的音乐领导力、老师的谈话和老师的演讲主要是在视频反思后注意到的，而学生参与、学生成功、教学策略、学生评估和反馈的关注是在他们的课程结束后立即提到的。
{"title":"Exploring Preservice Music Teachers’ Self-Reflections: A Comparison of Immediate and Video Reflections","authors":"Kim Barclift, Rebecca B. MacLeod","doi":"10.1177/10570837231208224","DOIUrl":"https://doi.org/10.1177/10570837231208224","url":null,"abstract":"The purpose of this study was to compare preservice music teachers’ self-reflections about their teaching from two perspectives: immediate reflection and video reflection. Preservice music teachers’ reflections were analyzed, and 22 codes emerged. Our analysis of the preservice music teachers’ reflections found that the 22 codes aligned with self, task, and student impact concerns as outlined by Fuller and Bown (1975). Preservice music teacher reflections focused primarily on task concerns (1,137), followed by self-concerns (441) and student impact concerns (343). A significant difference was found between immediate and video reflections for self-concerns ( W = −98 p = .02) but not for task or student impact concerns. Self-concerns about musical leadership, teacher talk, and teacher delivery were mostly noted following video reflections, while concerns of student engagement, student success, teaching strategies, student assessment, and feedback were referenced immediately following their lesson.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"33 50","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134953471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.1177/10570837231207953
Colleen Conway
{"title":"Who Are the Music Teacher Educators? Part 1","authors":"Colleen Conway","doi":"10.1177/10570837231207953","DOIUrl":"https://doi.org/10.1177/10570837231207953","url":null,"abstract":"","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136067826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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