Pub Date : 2023-06-08DOI: 10.1177/10570837231177988
Josef Hanson, Joel Roberts
The purpose of this study was to explore the experiences of Black doctoral students in music education in terms of their motivations to pursue doctoral studies, educational and social experiences while enrolled, and emerging information literacy. Qualitative techniques based on phenomenology were employed to document and better understand the experience of a small, purposive sample of Black doctoral students (n = 14) enrolled at universities throughout the United States. A variety of techniques ensured trustworthiness, including data triangulation, member checking, and use of an external interviewer. After data analysis, four core essences emerged: (a) Familial support and formative experiences during childhood, (b) Overload of information and frustration in conducting research, (c) Prejudice and lack of Black representation in the academy, and (d) Change-oriented motivations beset by barriers to access. Findings revealed commonalities in participants’ lived experiences that could inform efforts to recruit and retain Black doctoral students, develop curricula that takes into account their experiences and goals, stem systemic racism, and promote equity and inclusion in the academy.
{"title":"Perspectives of Black Students in Music Education Doctoral Programs: Motivations, Experiences, and Information Literacy","authors":"Josef Hanson, Joel Roberts","doi":"10.1177/10570837231177988","DOIUrl":"https://doi.org/10.1177/10570837231177988","url":null,"abstract":"The purpose of this study was to explore the experiences of Black doctoral students in music education in terms of their motivations to pursue doctoral studies, educational and social experiences while enrolled, and emerging information literacy. Qualitative techniques based on phenomenology were employed to document and better understand the experience of a small, purposive sample of Black doctoral students (n = 14) enrolled at universities throughout the United States. A variety of techniques ensured trustworthiness, including data triangulation, member checking, and use of an external interviewer. After data analysis, four core essences emerged: (a) Familial support and formative experiences during childhood, (b) Overload of information and frustration in conducting research, (c) Prejudice and lack of Black representation in the academy, and (d) Change-oriented motivations beset by barriers to access. Findings revealed commonalities in participants’ lived experiences that could inform efforts to recruit and retain Black doctoral students, develop curricula that takes into account their experiences and goals, stem systemic racism, and promote equity and inclusion in the academy.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"33 1","pages":"69 - 85"},"PeriodicalIF":1.2,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41704725","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 : 2023-05-16DOI: 10.1177/10570837231169487
J. Palkki
With the intent of improving music teacher education for people of trans and/or gender-expansive (TGX) experience, the purpose of this study is to convey the voices and experiences of three TGX music educators. These data are drawn from four semi-structured interviews with three participants totaling 268 min. Utilizing transgender theory and cisgenderism as theoretical frameworks, four major categories arose during data analysis: (a) modes of disclosure, (b) building safe space, (c) negative experiences, and (d) policy. While these three teachers found support at school, they also faced difficulties and policies that affected their careers and decisions about disclosure of their gender identity. For example, all three participants expressed concerns about parent backlash. Drawing upon the participants’ stories, I explore how music teacher educators can better support TGX students navigate cisgenderism. In addition, music teacher educators can gain perspective on how policy decisions can influence the careers of TGX music educators.
{"title":"Navigating Cisgenderism: The Experiences of Three Gender-Expansive Music Educators","authors":"J. Palkki","doi":"10.1177/10570837231169487","DOIUrl":"https://doi.org/10.1177/10570837231169487","url":null,"abstract":"With the intent of improving music teacher education for people of trans and/or gender-expansive (TGX) experience, the purpose of this study is to convey the voices and experiences of three TGX music educators. These data are drawn from four semi-structured interviews with three participants totaling 268 min. Utilizing transgender theory and cisgenderism as theoretical frameworks, four major categories arose during data analysis: (a) modes of disclosure, (b) building safe space, (c) negative experiences, and (d) policy. While these three teachers found support at school, they also faced difficulties and policies that affected their careers and decisions about disclosure of their gender identity. For example, all three participants expressed concerns about parent backlash. Drawing upon the participants’ stories, I explore how music teacher educators can better support TGX students navigate cisgenderism. In addition, music teacher educators can gain perspective on how policy decisions can influence the careers of TGX music educators.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"33 1","pages":"103 - 121"},"PeriodicalIF":1.2,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43194188","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 : 2023-04-27DOI: 10.1177/10570837231168410
Hoon Hong Ng
Collective free music improvisation (CFMI) develops musicians’ relationships, identity, and communication skills and engages musicians from different cultures by tapping into their diversities in the music-making process. It also develops an open attitude toward working with children’s creative potential—by paving the way for open, egalitarian teaching approaches. However, teachers may not know how to incorporate it in their music classes due to the lack of teacher preparation in its practice and pedagogy. This interest article offers a theoretical basis for engaging preservice music teachers (PMTs) in CFMI learning in a teacher preparation course—by drawing on research and the author’s experiences facilitating CFMI classes. In combination with theory, pedagogical strategies that develop PMTs’ free improvisational skills based on a socio-communicative framework are described. These strategies offer practical pathways to introducing free improvisation to PMTs that could motivate and enable them to bring the practice into their future music classrooms.
{"title":"Facilitating Collective Free Improvisation Learning in Teacher Education","authors":"Hoon Hong Ng","doi":"10.1177/10570837231168410","DOIUrl":"https://doi.org/10.1177/10570837231168410","url":null,"abstract":"Collective free music improvisation (CFMI) develops musicians’ relationships, identity, and communication skills and engages musicians from different cultures by tapping into their diversities in the music-making process. It also develops an open attitude toward working with children’s creative potential—by paving the way for open, egalitarian teaching approaches. However, teachers may not know how to incorporate it in their music classes due to the lack of teacher preparation in its practice and pedagogy. This interest article offers a theoretical basis for engaging preservice music teachers (PMTs) in CFMI learning in a teacher preparation course—by drawing on research and the author’s experiences facilitating CFMI classes. In combination with theory, pedagogical strategies that develop PMTs’ free improvisational skills based on a socio-communicative framework are described. These strategies offer practical pathways to introducing free improvisation to PMTs that could motivate and enable them to bring the practice into their future music classrooms.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"33 1","pages":"15 - 30"},"PeriodicalIF":1.2,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44711695","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 : 2023-04-26DOI: 10.1177/10570837231163248
S. Cronenberg, Anqi Tang
Lack of relevancy, administrative support, collegial support, and time are just a few of the many barriers that prevent practicing music teachers from accessing relevant professional development (PD) and taking steps to improve their practice. Quality music education PD should help teachers transform practice to improve student learning. Some characteristics of impactful PD include long-term engagement, teacher-to-teacher collaboration, and context-specific classroom implementation and documentation. In this intrinsic case study, we examined the role of a collaborative PD group designed to guide music teachers in using the reflection-on-action cycle to make improvements in their middle-level general music practice. Results from this project suggest that the reflection-on-action cycle is useful for PD projects that focus on improving classroom practice and empowering teachers with autonomy and choice. Teacher-to-teacher collaboration may also support teacher resilience during project difficulties.
{"title":"Collaborative Reflection-on-Action as a Catalyst for Change in Middle-Level General Music","authors":"S. Cronenberg, Anqi Tang","doi":"10.1177/10570837231163248","DOIUrl":"https://doi.org/10.1177/10570837231163248","url":null,"abstract":"Lack of relevancy, administrative support, collegial support, and time are just a few of the many barriers that prevent practicing music teachers from accessing relevant professional development (PD) and taking steps to improve their practice. Quality music education PD should help teachers transform practice to improve student learning. Some characteristics of impactful PD include long-term engagement, teacher-to-teacher collaboration, and context-specific classroom implementation and documentation. In this intrinsic case study, we examined the role of a collaborative PD group designed to guide music teachers in using the reflection-on-action cycle to make improvements in their middle-level general music practice. Results from this project suggest that the reflection-on-action cycle is useful for PD projects that focus on improving classroom practice and empowering teachers with autonomy and choice. Teacher-to-teacher collaboration may also support teacher resilience during project difficulties.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"33 1","pages":"31 - 51"},"PeriodicalIF":1.2,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49345024","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 : 2023-04-13DOI: 10.1177/10570837231166050
S. Powell
{"title":"Music Teachers as Music Teacher Educators","authors":"S. Powell","doi":"10.1177/10570837231166050","DOIUrl":"https://doi.org/10.1177/10570837231166050","url":null,"abstract":"","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"9 - 11"},"PeriodicalIF":1.2,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43737891","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 : 2023-03-23DOI: 10.1177/10570837231163222
Colleen Conway
I would love to see more studies examining the preparation of music teachers for work in early childhood contexts as well as the preparation for work in intergenerational community music settings such as church choirs and community bands, jazz bands, orchestras, choirs, ukulele jams sessions, and other opportunities for adult music-making.
{"title":"The Complex Terms of the Profession","authors":"Colleen Conway","doi":"10.1177/10570837231163222","DOIUrl":"https://doi.org/10.1177/10570837231163222","url":null,"abstract":"I would love to see more studies examining the preparation of music teachers for work in early childhood contexts as well as the preparation for work in intergenerational community music settings such as church choirs and community bands, jazz bands, orchestras, choirs, ukulele jams sessions, and other opportunities for adult music-making.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"3 - 8"},"PeriodicalIF":1.2,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47645671","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 : 2023-03-18DOI: 10.1177/10570837231158761
Kexin Xu
The purpose of the study was to examine preservice music teachers’ degree of preparedness, self-efficacy, and commitment to incorporating popular music into their P-12 music classrooms, as well as the relationship among the constructs in popular music teaching. Preservice music educators (N = 81) from 23 music education programs in the United States completed a researcher-constructed questionnaire to rate their preparedness, self-efficacy, and commitment to incorporate popular music. Participants reported a moderate degree of preparedness to teach popular music and moderate popular music teaching self-efficacy. Moreover, participants rated their commitment to incorporating popular music relatively high. Correlation analyses revealed significant and positive correlations between preparedness and self-efficacy, as well as preparedness and commitment. In addition, a positive correlation was found between teachers’ self-efficacy for popular music teaching and their commitment to incorporating popular music. Additional findings include significant correlations between preservice educators’ preparedness to teach various musical genres and their self-efficacy.
{"title":"Preservice Music Educators’ Preparedness, Self-Efficacy, and Commitment to Incorporate Popular Music","authors":"Kexin Xu","doi":"10.1177/10570837231158761","DOIUrl":"https://doi.org/10.1177/10570837231158761","url":null,"abstract":"The purpose of the study was to examine preservice music teachers’ degree of preparedness, self-efficacy, and commitment to incorporating popular music into their P-12 music classrooms, as well as the relationship among the constructs in popular music teaching. Preservice music educators (N = 81) from 23 music education programs in the United States completed a researcher-constructed questionnaire to rate their preparedness, self-efficacy, and commitment to incorporate popular music. Participants reported a moderate degree of preparedness to teach popular music and moderate popular music teaching self-efficacy. Moreover, participants rated their commitment to incorporating popular music relatively high. Correlation analyses revealed significant and positive correlations between preparedness and self-efficacy, as well as preparedness and commitment. In addition, a positive correlation was found between teachers’ self-efficacy for popular music teaching and their commitment to incorporating popular music. Additional findings include significant correlations between preservice educators’ preparedness to teach various musical genres and their self-efficacy.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"33 1","pages":"52 - 68"},"PeriodicalIF":1.2,"publicationDate":"2023-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47449070","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 : 2023-02-09DOI: 10.1177/10570837231152615
K. Bylica
The purpose of this study was to consider how the experiences of nine preservice music educators who participated in the development of Project B impacted their understandings of and participation in policy. Project B is an after-school program that seeks to provide music education classes for children at several metropolitan elementary schools as part of an arts partnership program. Drawing from the four dispositions of policy consciousness, I considered how preservice educators grappled with their complex roles as policy actors within this setting. In particular, I focused on the dispositions cultivated by these preservice teachers as they developed this program, as well as the ways in which participating in the creation of this program impacted how they engaged as policy actors and leaders as inservice music educators. Participants’ experiences offer implications related to the importance of participating in contextualized policy-oriented experiences for preservice music educators.
{"title":"Preservice Teachers as Policy Actors: Developing Policy Consciousness in a Student-Led Arts Partnership Program","authors":"K. Bylica","doi":"10.1177/10570837231152615","DOIUrl":"https://doi.org/10.1177/10570837231152615","url":null,"abstract":"The purpose of this study was to consider how the experiences of nine preservice music educators who participated in the development of Project B impacted their understandings of and participation in policy. Project B is an after-school program that seeks to provide music education classes for children at several metropolitan elementary schools as part of an arts partnership program. Drawing from the four dispositions of policy consciousness, I considered how preservice educators grappled with their complex roles as policy actors within this setting. In particular, I focused on the dispositions cultivated by these preservice teachers as they developed this program, as well as the ways in which participating in the creation of this program impacted how they engaged as policy actors and leaders as inservice music educators. Participants’ experiences offer implications related to the importance of participating in contextualized policy-oriented experiences for preservice music educators.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"89 - 104"},"PeriodicalIF":1.2,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43417242","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 : 2023-02-01DOI: 10.1177/10570837221148167
Daniel S. Isbell
The purpose of this multiple case study was to examine the experiences of beginning music teachers as they navigate starting instrumental music programs in a large urban school district in the southern United States. A team of researchers collected data from three first-year music educators launching new instrumental programs at seven schools. Data sources included participant interviews, observation of teaching, questionnaire responses, informal conversations, and artifacts from the field. Data analyses uncovered issues related to school culture, classroom management, communication, access to resources, isolation, and teacher evaluation. The ancillary status of music within the curricular hierarchy and concerns about substantive professional development provide insight into new teachers’ struggles to be successful under challenging circumstances. Recommendations for music teacher preparation are provided.
{"title":"Start Me Up: Experiences of First-Year Teachers Beginning New Instrumental Music Programs in Urban Public Schools","authors":"Daniel S. Isbell","doi":"10.1177/10570837221148167","DOIUrl":"https://doi.org/10.1177/10570837221148167","url":null,"abstract":"The purpose of this multiple case study was to examine the experiences of beginning music teachers as they navigate starting instrumental music programs in a large urban school district in the southern United States. A team of researchers collected data from three first-year music educators launching new instrumental programs at seven schools. Data sources included participant interviews, observation of teaching, questionnaire responses, informal conversations, and artifacts from the field. Data analyses uncovered issues related to school culture, classroom management, communication, access to resources, isolation, and teacher evaluation. The ancillary status of music within the curricular hierarchy and concerns about substantive professional development provide insight into new teachers’ struggles to be successful under challenging circumstances. Recommendations for music teacher preparation are provided.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"71 - 88"},"PeriodicalIF":1.2,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48014027","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 : 2023-01-10DOI: 10.1177/10570837221148071
Colleen Conway
Killian’s chapter goes on to share that in the very first issue of the journal, there were conflicting views regarding the nature of a journal devoted to teacher education. In the same 1991 JMTE that included the Leonhard essay quoted above, Irma Collins, the first Chair of Society for Music Teacher Education, stated that the JMTE “is not a research journal per se; rather it is an exploration of the Society’s thoughts and feelings about teacher preparation” (Collins, 1991, p. 1). I published my first article in the JMTE 6 years after the start of the journal in 1997 (Conway, 1997). It was a description of an innovative (for the time period!) assessment practice I was using in an undergraduate brass methods course. I would call it a “promising practices” paper in today’s terms. Since that time, I have had the opportunity to see the journal grow from needing to search for invited authors to send something about teacher education to now being considered a key empirical research journal in our field with an acceptance rate of just 35%—meaning that 65% of the papers submitted to the JMTE are not published.
{"title":"Music Teacher Education Research: Where We Have Been, Where We Are, and Where We Are Going","authors":"Colleen Conway","doi":"10.1177/10570837221148071","DOIUrl":"https://doi.org/10.1177/10570837221148071","url":null,"abstract":"Killian’s chapter goes on to share that in the very first issue of the journal, there were conflicting views regarding the nature of a journal devoted to teacher education. In the same 1991 JMTE that included the Leonhard essay quoted above, Irma Collins, the first Chair of Society for Music Teacher Education, stated that the JMTE “is not a research journal per se; rather it is an exploration of the Society’s thoughts and feelings about teacher preparation” (Collins, 1991, p. 1). I published my first article in the JMTE 6 years after the start of the journal in 1997 (Conway, 1997). It was a description of an innovative (for the time period!) assessment practice I was using in an undergraduate brass methods course. I would call it a “promising practices” paper in today’s terms. Since that time, I have had the opportunity to see the journal grow from needing to search for invited authors to send something about teacher education to now being considered a key empirical research journal in our field with an acceptance rate of just 35%—meaning that 65% of the papers submitted to the JMTE are not published.","PeriodicalId":44687,"journal":{"name":"Journal of Music Teacher Education","volume":"32 1","pages":"3 - 9"},"PeriodicalIF":1.2,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48109567","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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