Готові списки джерел за темами / Music teachers

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Добірка наукової літератури з теми "Music teachers"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 31 липня 2024

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Статті в журналах з теми "Music teachers"

1

Okay, H. Hakan. "The views of music teachers and music teacher candidates about value training." International Journal of Academic Research 6, no. 2 (March 30, 2014): 92–102. http://dx.doi.org/10.7813/2075-4124.2014/6-2/b.15.

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2

Nurtug, Bariseri Ahmethan, and Bahar Yigit Vahide. "Preservice music teachers` perception of their music teachers." Educational Research and Reviews 12, no. 7 (April 10, 2017): 432–41. http://dx.doi.org/10.5897/err2017.3153.

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3

Djumaboyeva, M. "PEDAGOGICAL SKILLS OF MUSIC TEACHERS." American Journal Of Social Sciences And Humanity Research 4, no. 1 (January 1, 2024): 150–54. http://dx.doi.org/10.37547/ajsshr/volume04issue01-24.

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This article talks about the importance of improving the professional-pedagogical skills of music teachers and professional competence, which is one of its branches. Today, in establishing the effectiveness of music teachers' activities and pedagogical activities, first of all, the importance of pedagogical skills and the possession of the types of competences necessary in each pedagogical process has been highlighted.
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4

Han, Jungmin Grace. "Korean Preservice Music Teachers’ Perceptions of Portfolio-based Teacher Education: A qualitative study." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 19 (October 15, 2023): 581–91. http://dx.doi.org/10.22251/jlcci.2023.23.19.581.

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Objectives This qualitative study aimed to examine Korean preservice music teachers’ perceptions of portfo-lio-based teacher education. Methods A focus group interview along with an open-ended survey was executed with five preservice music teachers who were enrolled in the same portfolio-based music history education course at a graduate school of education in Seoul, Korea. The collected data were transcribed in Korean, translated it into English, and then in-ductively analyzed. Results The findings show as follows. First, all the participants have rarely experienced portfolio-based learning. Second, the portfolio-based learning approach is perceived as a way to self-driven learning experience, which promoted their own growth and capacity for critical thinking and self-expression. Meanwhile, heavy-loaded as-signments and inconcrete learning objectives were found to form their negative perceptions of portfolio-based learning approach. Third, for succesful portfolio-based learning and teaching, teacher educators’ detailed learning objectives and guidelines along with good questions as well as assignment qualities are found to be essential. Conclusions In conclusion, portfolio-based teacher education approach can promote preservice music teachers’ capacity for self-driven learning and teaching. As for its open-ended nature, teacher educators’ role and attitude can be key components component for successful portfolio-based learning and teaching experiences. For future stud-ies, it is important to continue to discuss possibilities and limitations of portfolio-based music teacher education by reflecting the study’s findings and implications. It will ultimately optimize ways to empower music student teachers’ agency and capacity. This study contributes to underrepresented portfolio-based Korean music teacher education theory and practice.
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5

Cynthia L. Wagoner. "Measuring Music Teacher Identity: Self-Efficacy and Commitment Among Music Teachers." Bulletin of the Council for Research in Music Education, no. 205 (2015): 27. http://dx.doi.org/10.5406/bulcouresmusedu.205.0027.

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6

Brand, Manny. "Reel Music Teachers: Use of Popular Films in Music Teacher Education." International Journal of Music Education os-38, no. 1 (November 2001): 5–12. http://dx.doi.org/10.1177/025576140103800102.

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7

Kos, Ronald P. "Becoming music teachers: preservice music teachers’ early beliefs about music teaching and learning." Music Education Research 20, no. 5 (June 18, 2018): 560–72. http://dx.doi.org/10.1080/14613808.2018.1484436.

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8

Brand, Manny. "Master music Teachers." Music Educators Journal 77, no. 2 (October 1990): 22–25. http://dx.doi.org/10.2307/3397811.

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Krueger, Patti J. "Beginning Music Teachers." Update: Applications of Research in Music Education 19, no. 1 (November 2000): 22–26. http://dx.doi.org/10.1177/875512330001900105.

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10

Killian, Janice N., Keith G. Dye, and John B. Wayman. "Music Student Teachers." Journal of Research in Music Education 61, no. 1 (February 28, 2013): 63–79. http://dx.doi.org/10.1177/0022429412474314.

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Анотація:
In this descriptive study, we examined self-reported concerns of 159 music student teachers pre– and post–student teaching, over a period of 5 years. Resulting comments ( N = 867) were analyzed on the basis of (a) stages of teacher concern (focus on self, subject matter [music and teaching], and students) modeled after Fuller and Bown and (b) emerging categories of concern compared with those identified by Madsen and Kaiser. Stages of concern were reliably identifiable across all comments. Teachers, as predicted, began student teaching with more self (56%) and fewer student (4%) comments. Post–student teaching comments resulted in fewer self (33%) and more student (20%) mentions. Categorization of concerns indicated that pre– and post–student teachers shared some concerns (applying knowledge, discipline, confidence) but showed marked differences in other areas (cut out for teaching, information about students, administrative duties). Pre–student teaching categories were similar to those reported by Madsen and Kaiser a decade earlier; post–student teaching comments differed.
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Дисертації з теми "Music teachers"

1

Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers." Thesis, Queensland University of Technology, 2005. https://eprints.qut.edu.au/16074/1/Julie_Ballantyne_Thesis.pdf.

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Анотація:
The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perceived needs in relation to their preservice preparation. The study addresses the research questions through the use of questionnaires and semi-structured interviews. In Stage 1 of the research, questionnaires were completed by 76 secondary classroom music teachers in their first four years of teaching in Queensland, Australia. In Stage 2 of the research, 15 of these teachers were interviewed to explore findings from the questionnaire in depth. Findings suggest that preservice teachers perceive a need for teacher education courses to be contextualised, integrated and allow for the continual development of knowledge and skills throughout their early years in schools. This research provides an empirical basis for reconceptualising music teacher education courses and raises important issues that music teacher educators need to address in order to ensure that graduates are adequately prepared for classroom music teaching.
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2

Ballantyne, Julie. "Effectiveness of Preservice Music Teacher Education Programs: Perceptions of Early-Career Music Teachers." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16074/.

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Анотація:
The quality of teaching occurring in schools is directly linked to the quality of preservice preparation that teachers receive (Darling-Hammond, 2000). This is particularly important in the area of music teacher education, given the unique challenges that classroom music teachers commonly face (Ballantyne, 2001). This thesis explores early-career music teachers' perceptions of the effectiveness of their preservice teacher education programs in Queensland. It also explores influences impacting upon early-career music teachers' perceptions of effectiveness and early-career music teachers' perceived needs in relation to their preservice preparation. The study addresses the research questions through the use of questionnaires and semi-structured interviews. In Stage 1 of the research, questionnaires were completed by 76 secondary classroom music teachers in their first four years of teaching in Queensland, Australia. In Stage 2 of the research, 15 of these teachers were interviewed to explore findings from the questionnaire in depth. Findings suggest that preservice teachers perceive a need for teacher education courses to be contextualised, integrated and allow for the continual development of knowledge and skills throughout their early years in schools. This research provides an empirical basis for reconceptualising music teacher education courses and raises important issues that music teacher educators need to address in order to ensure that graduates are adequately prepared for classroom music teaching.
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3

Johnson, Sherry Anne. "High-school music teachers' meanings of teaching world musics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22326.pdf.

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4

Cain, Timothy. "Mentoring trainee music teachers." Thesis, University of Southampton, 2006. https://eprints.soton.ac.uk/192637/.

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Анотація:
This study analyses the relationships between Secondary school music trainee teachers and the mentors who are primarily responsible for training them to teach music. The methodology was an in-depth collective case study of a sample of trainee music teachers and their mentors, adopting primarily the methods of non-participant observations and interviews. The study is located within a review of pertinent theories of mentoring and an analysis of empirical research. This analysis compares studies of ITT mentoring in different contexts, and demonstrates that, despite the diversity of mentoring practice, research has produced findings which are consistent across two or more studies. The collective case study consists of five individual cases ofmentoring relationships, each of which is presented so as to preserve its individuality. The talk in meetings between trainees and their mentors is then analyzed drawing on Mercer's (1995) typology of classroom talk as exploratory, cumulative and disputational. The analysis shows that exploratory talk has an underlying structure which is missing in cumulative and disputational talk. Analysis ofthe talk also reveals three further types of conversation between mentors and their trainees which are characterised as solo conversations, short conversations and parallel monologues. The study has two major conclusions: first, that in mentoring conversations exploratory talk is more likely to promote productive reflection than other types of talk, and second, that the potential for exploratory talk to promote reflection may not be fully realised by music mentors.
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Mason, Lindsey Lea. "Teacher Communication in Title I Elementary Music Classrooms: Perceptions of Elementary Music Classroom Teachers." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407827/.

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Анотація:
The increasing cultural diversity in the United States has brought not only richness, but also complex challenges, to various segments of American society, particularly with regard to public schools. As the student population continues to diversify while teacher population remains predominately White, female, and middle class, teacher awareness in the classroom might be an integral piece to assist students marginalized by stereotypes in feeling more empowered in the school community. Through qualitative data collection and analysis, and framed by Basil Bernstein’s language code theory, this study explored teachers’ perceptions of how classroom interactions, in light of differences in communication, might impact students of different socio-economic backgrounds from the teacher. The findings of this study indicated that the participants expressed a desire to connect with all of their students, regardless of their background. They also discussed challenges that made relationships difficult, such as feelings of disconnect from their Title I students and their families based on differences in home life and background. This dissonance was often difficult for the participants to reconcile due to pressures and difficulties in their teaching situations, such as the large number of students and the scheduling of classes, curricular pressures, and other district expectations such as after-school ensembles. Implications for practicing music teachers and teacher education include ways to understand students’ communities and rethinking ways of approaching relevant terminology in education.
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6

Cusano, Janice M. "Music specialists' beliefs and practices in teaching music listening /." Electronic version Electronic version, 2004. http://wwwlib.umi.com/dissertations/fullcit/3209909.

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Анотація:
Thesis (Ph. D.)--Indiana University, 2004.
Computer printout. Source: Dissertation Abstracts International, Volume: 67-03, Section: A, page: 0878. Adviser: Mary Goetze. Includes bibliographical references (leaves 205-223), abstract, and vita.
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7

Owen, Remington Carson Harrison. "Finding The Gaps: Lecturers' Perceptions on the Preparedness of Preservice Music Teachers." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21579.

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Анотація:
This thesis provides views of lecturers directly involved in the training of preservice music teachers, views previously absent from research. The scope of data collected included lecturers’ perceptions of particular strengths and weaknesses in preservice music teachers, factors that lecturers attribute weaknesses to, how gaps in knowledge and skills can be addressed, gaps within initial music teacher education programs and how to address those gaps within programs. Interviews were conducted with 7 lecturers across Australia who are directly involved in a tertiary music education program. Whilst lecturers speak from a variety of institutions, each with different structures and elements that affect their initial music teacher education programs, trends were identified. The findings suggest that lecturers perceive preservice music teachers to be passionate, however, lacking in general music knowledge and skills. Gaps in knowledge and skills are largely due to elements that are out of the control of the lecturers, who outlined strategies for how they best prepare music teachers, within the existing limitations. This research identifies issues that impact the ability of lecturers to prepare music teachers across Australia, and raises important issues that initial music teacher education programs need to address when considering how to best train music teachers.
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Young, Sharon M. "Music teachers' attitudes, classroom environments, and music activities in multicultural music education /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794066543544.

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Durst, Melissa Anne. "Assessment of Ohio Music Teachers: Challenges and Implications." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1335757438.

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Holmes, Ivan. "Studio music teachers and public music examinations : the quality interface." Thesis, James Cook University, 2006. https://researchonline.jcu.edu.au/1834/1/01front.pdf.

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Анотація:
The research focuses on quality issues within the private music teaching industry and the public music examination system (PMES). It is clear that there is a schism between the formalized structures and accountabilities of music in the school system and the lack of such structures and accountabilities with the private studio music teaching industry. The Thesis traces the literature documenting the rise of the private music teacher and the accountability rationale implicit in the development of the public music examination system. The dual aims of the research focus on the need to profile the private music teaching industry in Australia and to probe the extent to which the public music examination system might, in practice, afford a window of accountability on to this industry. The literature foregrounding this study derives from three areas: the historical development of the private music teaching industry; the concomitant need for certification - and the resultant development of the public music examination system; finally the issue of performance assessment across the relevant disciplines is explored to provide research direction for music. A limited profile of the private music teacher emerged from the first phase of the study. While the respondent sample was smaller than was originally envisaged, comparison with other studies (e.g., Gibbs 1999) suggested that the findings from the current study were consistent. The second phase focussed specifically on the public music examination system and its tangible outcomes in the form of the examination report. Five examiners were male and three female. Reports were analyzed in terms of the relevant examination sections with a primary focus on the Technical and Performance lists sections. In each section reports were segmented into idea units as the basic unit for analysis. Categories were derived from the data and each idea unit was categorized accordingly. Examiners’ use of categories was analyzed in each section and comparisons made between examiners. Considerable examiner variability was identified. A discussion of gender differences in accessing categories generates hypotheses for further research. Discussion of marks awarded by examiners leads to hypotheses about the implications of exposure to one examiner rather than another. While this is but a small scale study and possibly the first in the music genre, its implications for further research are far-reaching. Implications for the discipline are also explored.
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Книги з теми "Music teachers"

1

Froehlich, Hildegard C., and Gareth Dylan Smith. Sociology for Music Teachers. Second edition. | New York ; London : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315402345.

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2

Annabel, Carter, ed. The Music teachers' yearbook. London: Rhinegold Publishing, 1993.

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3

Winston, Robert W. Music skills for classroom teachers. 7th ed. Dubuque, IA: Wm. C. Brown, 1988.

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4

Leon, Dallin, ed. Music skills for classroom teachers. 8th ed. Dubuque, IA: W.C. Brown Publishers, 1992.

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5

Reed, Laura. Publicity handbook for music teachers. [U.S.]: Music Teachers National Association, 1989.

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6

Hoffer, Charles R. Music for elementary classroom teachers. Long Grove, Ill: Waveland Press, 2005.

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7

Winslow, Robert W. Music skills for classroom teachers. 9th ed. Boston, Mass: McGraw Hill, 2001.

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8

Starer, Robert. The music teacher. Woodstock, N.Y: Overlook Press, 1997.

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9

Lane, David H. A book for music teachers: Music, mind, and self. Bryn Mawr, Pa: T. Presser Co., 1987.

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10

Marie, Conway Colleen, and MENC, the National Association for Music Education (U.S.), eds. Great beginnings for music teachers: Mentoring and supporting new teachers. Reston, Va: MENC, the National Association for Music Education, 2003.

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Частини книг з теми "Music teachers"

1

Standen, John. "Music." In Handbook for History Teachers, 483–87. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-63.

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Leslie, Orrey. "Music." In Handbook for History Teachers, 1014–16. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-176.

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Standen, John. "Music and History." In Handbook for History Teachers, 673–87. London: Routledge, 2021. http://dx.doi.org/10.4324/9781032163840-100.

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Mateiro, Teresa. "Preparing Music Teachers in Brazil." In Educating Music Teachers for the 21st Century, 147–74. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_7.

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Aróstegui, José Luis. "Music vs. Education." In Educating Music Teachers for the 21st Century, 175–99. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_8.

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Bertagnolli, Paul. "The Collection and Eddie's Teachers." In Edward MacDowell’s European Piano Music, 16–46. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003108733-2.

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Aróstegui, José Luis. "Evaluating Music Teacher Education Programmes." In Educating Music Teachers for the 21st Century, 1–14. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_1.

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Laucirica, Ana. "Evaluating Music Teacher Education Programmes." In Educating Music Teachers for the 21st Century, 75–100. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-503-1_4.

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Melo, Rui B., Filipa Carvalho, and Ana Delgado. "Beyond the Pleasures of Music: Are Music Teachers at Risk?" In Advances in Intelligent Systems and Computing, 333–42. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41929-9_31.

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Carey, Gemma, and Catherine Grant. "Peer Assisted Reflection for Studio Music Teachers." In Teaching for Learning and Learning for Teaching, 63–78. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-289-9_5.

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Тези доповідей конференцій з теми "Music teachers"

1

Stramkale, Ligita. "Music Teachers’ Job Satisfaction During the COVID-19 Pandemic." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.36.

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Анотація:
The COVID-19 pandemic has radically changed the nature of the music teacher’s job. The aim of the study is to determine music teachers’ job satisfaction on four study scales – emotional well-being, social involvement, self-expression and achievement orientation. The following research questions were raised: RQ1: At what level do music teachers assess each of the study scales that describe job satisfaction? RQ2: Is there a statistically significant correlation between music teachers’ job satisfaction during the COVID-19 pandemic and their emotional well-being, social involvement, self-expression and achievement orientation? RQ3: Is there a statistically significant difference in the levels of job satisfaction between music teachers who work only in comprehensive schools and those who have additional work in other music-related educational institutions? A questionnaire was created to achieve the study aim, in which the respondents (N = 73) had to assess the importance of various factors that affect the music teacher’s job satisfaction on a Likert scale from one to four points. The study involved music teachers working in comprehensive schools and other educational institutions where music is acquired. The study results were reflected in four scales: (1) emotional well-being scale, (2) social involvement scale, (3) self-expression scale, and (4) achievement orientation scale. The study revealed that the respondents rated all job satisfaction scales at a moderate level. Music teachers’ job satisfaction during the COVID-19 pandemic is most affected by the inability to control school activities and the lack of positive emotions in daily life. The results do not show a significant difference in job satisfaction levels during the COVID-19 pandemic between music teachers who work only at comprehensive schools and those who have additional work in other music-related schools.
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Stramkale, Ligita. "The Impact of Covid-19 Pandemic on Music Education: A Review of the Literature." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.61.

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Анотація:
The study topicality is related to the impact of the Covid-19 pandemic on music education in various educational institutions worldwide. This literature review aimed to summarize and identify current issues related to music education during the Covid-19 pandemic. The study used publications available in the Sage Journal database and published in the last three years (2020-2022). The study addressed three research questions. RQ1: What teaching modes adopted during the Covid-19 pandemic in music education are mentioned in studies, and for what purposes are music teachers using digital tools? RQ2: What are the challenges and benefits of teaching and learning music during the Covid-19 pandemic? RQ3: What are the common reasons for music teacher burnout, and how to ensure the teacher’s and student’s well-being during the music teaching and learning process in the Covid-19 pandemic? The literature review allowed us to identify three thematic groups that affected music education during the Covid-19 pandemic: (1) The teaching mode and the digital tools that support music education; (2) The challenges and benefits in teaching and learning music; (3) The stress and well-being of music teachers and students. The study revealed that music teachers mostly use digital tools to promote students’ creativity, support learning, and assess outcomes. During the Covid-19 pandemic, teaching and learning music were associated with several challenges: learning organization, providing the material and technical base, learning to play musical instruments, communication and support for students. That resulted in increasing the workload and a lack of control over equipment and performance, which affected the well-being of music teachers. Despite the challenges, music teachers seek and create several solutions to improve the overall effectiveness of music education in the changing epidemiological environment. The findings describe the impact of the Covid-19 pandemic on music education and help music teachers to understand the problems that occurred during the pandemic.
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Bořek ml., Lubor. "Platforma Charanga – užitečný nástroj k podpoře výuky (nejen) hudební nauky na ZUŠ a hudební výchovy na ZŠ." In Musica viva in schola. Brno: Masaryk University Press, 2023. http://dx.doi.org/10.5817/cz.muni.p280-0272-2023-14.

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Charanga is a digital online platform the purpose of which is to support the work of teachers of music theory in elementary art schools and music teachers in lower and upper primary schools. It brings extensive possibilities for creative teachers in the subjects of music theory (elementary art schools) and music (lower and upper primary schools) in providing high-quality content which is entertaining and inspiring at the same time. In addition to a ready-made scheme, several multimedia encyclopaedias, a number of interactive music applications, a variety of listening materials and other content, it enables teachers to create their own interactive teaching materials and lessons, which can be then shared with other teachers as well as pupils. Pupils have a secure online space where teachers can share specific selected content. The presented platform opens new possibilities for sharing teaching practice and materials not only within individual schools but among the whole teacher community across schools in the country.
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Zitkeviciene, Daiva, and Ona Monkeviciene. "Music Teachers’ Communication Ways Helping Preschool Children to Engage with Learning Objects and to Explore their Critical Aspects." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.75.

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This article aims to reveal the variation-theory-grounded ways that music teachers use to communicate with pre-school children and direct their attention to learning objects (sounds of music) and the critical aspects of learning objects (music sound qualities) while listening to music. Variation theory is a novel didactic approach in the musical education of pre-school children. A learning study based on the theory of variation as a phenomenographic approach and a strategy for a lesson study as a form of participatory action research were employed. While conducting the empirical research, attempts were made to identify the ways in which music teachers communicate with children, which are grounded in variation theory and direct children’s attention to learning objects and their critical aspects. The research distinguishes two groups of ways of music teacher communication that encourage children to listen to music: music teacher communication that directs children’s attention to feeling, understanding and discerning the learning object, i. e., sounds of music (group one) and the critical aspects of learning objects, e. g., pitch, duration of music (group two). These ways that apply variation theory are new and enrich the didactics of early music education.
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Conway, Colleen. "Profiles of Veteran Music Teachers." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1681711.

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Arrington, Nancy McBride. "Examining Preservice Teachers’ Self-Efficacy for Enhancing Literacy of Diverse Learners through Music." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5415.

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The sense of efficaciousness for teaching diverse learners was examined with twenty-four pre-service teachers concurrently enrolled in a junior-level Creative Arts methods course and a field experience course with placements in K-2 general education classrooms. The pre-service teachers participated in music and literacy activities in their university class, then planned and implemented standards-based music activities in literacy lessons with their young students. Both quantitative and qualitative data were collected, including a teacher self-efficacy scale, an attitude survey, written reflections, interviews, open-ended responses, and lesson plans. Results demonstrated a significant increase in the pre-service teachers’ self-efficacy in pre-post ratings analysis and indicated that this project contributed to their efficacy for meeting needs of diverse learners in the elementary classrooms. The pre-service teachers demonstrated proactive classroom management and reflected upon their students’ increased focus in class. The pre-service teachers indicated that their success with these types of projects encouraged them to plan for similar implementation with their future diverse learners, potentially contributing to a positive impact on their future performance. Additionally, this project emanated Scholarship of Teaching and Learning by encouraging self-reflection; examining and applying effective teaching strategies; and advancing the field of teacher education. Keywords: Self-Efficacy, Diverse Learners, Music Integration, Scholarship of Teaching and Learning
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Grkić Ginić, Jelena. "Student Teachers’ Music Competences Acquired in Initial Class Teacher Education." In PROFESSIONAL COMPETENCES FOR TEACHING IN THE 21ST CENTURY. Faculty of Education in Jagodina, 2020. http://dx.doi.org/10.46793/pctja.19.204g.

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Chen, Junyi. "On the Expectation of Music Teachers in Music Psychology Education." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.110.

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Shriki, Atara, and Ilana Lavy. "QUALIFYING MATHEMATICS TEACHERS TO DESIGN INTERDISCIPLINARY LEARNING ACTIVITIES OF MATHEMATICS AND MUSIC." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end099.

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"Interdisciplinary learning of mathematics and arts is often acknowledged as supporting the development of students' problem-solving skills, encouraging student involvement in learning, and fostering students' creativity. However, for teachers to acknowledge the benefits of interdisciplinary learning of mathematics and arts, and express willingness to apply it in their classrooms, they must first experience such learning for themselves. To that end, they have to take part in dedicated training courses. The study described in this paper followed the experience of twenty-seven elementary school mathematics teachers who participated in an annual professional development program that took place once every two weeks and was designed to qualify them to implement an interdisciplinary approach to teaching mathematics and arts. The course included four interdisciplinary modules: math-music, math-painting, math-photography, and math-dance. None of the teachers had prior knowledge of interdisciplinary teaching and learning. The mathematical topic chosen was fractions, as this topic entails numerous difficulties of various kinds both for the teachers and the students. In what follows we focus on the teachers' experience with module no. 1, math-music. Before we explicitly exposed the teachers to the rationale of interdisciplinary learning of mathematics and music, they were asked to design learning activities that integrate fractions and music. No specific instructions were given, as we aimed at allowing the teachers to examine their initial perceptions and interpretations regarding interdisciplinarity, and then adapting the contents of the professional development program to the teachers' early perceptions and knowledge. After completing the design of the activities, the teachers presented them, explained their considerations, and provided mutual feedback. They also rated the extent to which interdisciplinarity was expressed in the activity, according to criteria they had developed themselves. The study indicated that teachers who knew how to play a certain musical instrument and read notes produced more mathematically significant content. Moreover, activities based on considerations relating only to common student mistakes in performing arithmetic operations in fractions did not lead to the design of activities characterized as having a high extent of interdisciplinarity. In case the considerations included general mathematical knowledge and knowledge of the mathematics curriculum, the extent of integration increased. Following these findings, the professional development program focused on deepening the teachers' mathematical knowledge and musical knowledge relevant to the subject of fractions. This approach has proven to be effective in terms of teachers' ability to produce meaningful interdisciplinary math-music activities, thus indicating the feasibility of teacher training for implementing an interdisciplinary approach."
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Макашева, М. С., та А. Б. Палымбетова. "ИСПОЛЬЗОВАНИЕ ИНФОРМАЦИОННО- КОММУНИКАЦИОННЫХ ТЕХНОЛОГИЙ НА ОСНОВЕ ДИСТАНЦИОННОГО ОБУЧЕНИЯ В ПРОЦЕССЕ ПОДГОТОВКИ БУДУЩИХ УЧИТЕЛЕЙ МУЗЫКИ". У Proceedings of the XXVI International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25022021/7423.

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The article deals with the use of information and communication technologies in the process of instrumental training of music teachers based on distance learning. The analysis of comparing and matching different viewpoints of modern teachers from the USA, Russia and Kazakhstan, who explore the issues regarding the use of information and communication technologies in the process of individual music lessons in the context of distance learning, was carried out. The practical guidelines for the use of information and communication technologies in the process of distance learning were developed to improve the performing skills of the future music teacher. Based on the applied research on the use of distance learning in the process of training specialists and practical work in the field of musical and performing pedagogy, the pedagogical terms for the use of information and communication technologies were determined. The analysis of the application possibilities was carried out and the pedagogical terms for the use of information and communication technologies in the training of future music teachers were suggested in this article.
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Звіти організацій з теми "Music teachers"

1

Havrilova, Liudmyla H., Olena Ye Ishutina, Valentyna V. Zamorotska, and Darja A. Kassim. Distance learning courses in developing future music teachers’ instrumental performance competence. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3265.

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The scientific and methodological background of creation and development of the distance learning courses for the future music teachers is substantiated. The components and structure of future music teachers’ instrumental performance competence are defined; the content of the course is revealed. The materials are based on the authors’ teaching experience within the distance learning course “Basic Musical Instrument (Piano)”. The main blocks of the distance course design and development are considered among them to be theoretical, practical, individual work, and control blocks. The specificity of distance learning methods in the future music teachers’ instrumental and performance training is substantiated and three main methods are distinguished. The method of involving information and communication technologies, including multimedia; project method, and features of knowledge and skills controlling are elaborated. The results of implementation and experimental research of using distance learning courses for developing future music teachers’ instrumental performance competence are described. The influence of different methods use on students’ success is explored.
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2

Nyman, Matt, Nancy Staus, and Martin Storksdieck. Science and Art Teaching Practices for Oregon Elementary Teachers: Results of a Landscape Survey. Oregon State University, September 2023. http://dx.doi.org/10.5399/osu/1163.

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An Evaluation Report for the Oregon Department of Education. In collaboration with classroom teachers and WRAP personnel we developed and implemented a survey to collect baseline data on the science and arts teaching practices for ALL elementary teachers. This included “regular” classroom teachers (those teachers with an assigned physical classroom and set of students), art teachers, music teachers, PE teachers and other educators or administrators. In December 2022 we recruited three (3) elementary teachers to assist us in survey development, in particular framing questions around frequency of teaching time for both arts and science instruction. One important outcome was that we formulated questions around “dedicated” teaching time where instruction was only focused on science or art content and “integrated” teaching when teachers combine science or art with other instructional areas (such as math or literacy). We also learned that there was a lot of nuances in trying to capture the science and art teaching data; for example, some schools have large blocks of time when they have a particular focus on a science content area and then equally large blocks when science teaching is replaced by instruction in other fields, such as social science. It can be difficult to reduce this instructional framework to a weekly allotment of science teaching.
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Kiv, Arnold E., Vladyslav V. Bilous, Dmytro M. Bodnenko, Dmytro V. Horbatovskyi, Oksana S. Lytvyn, and Volodymyr V. Proshkin. The development and use of mobile app AR Physics in physics teaching at the university. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4629.

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This paper outlines the importance of using Augmented Reality (AR) in physics education at the university as a valuable tool for visualization and increasing the attention and motivation of students to study, solving educational problems related to future professional activities, improving the interaction of teachers and students. Provided an analysis of the types of AR technology and software for developing AR apps. The sequences of actions for developing the mobile application AR Physics in the study of topics: “Direct electronic current”, “Fundamentals of the theory of electronic circuits”. The software tools for mobile application development (Android Studio, SDK, NDK, Google Sceneform, 3Ds MAX, Core Animation, Asset Media Recorder, Ashampoo Music Studio, Google Translate Plugin) are described. The bank of 3D models of elements of electrical circuits (sources of current, consumers, measuring devices, conductors) is created. Because of the students’ and teachers’ surveys, the advantages and disadvantages of using AR in the teaching process are discussed. Mann-Whitney U-test proved the effectiveness of the use of AR for laboratory works in physics by students majoring in “Mathematics”, “Computer Science”, and “Cybersecurity”.
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Haddad, Joanne. Reproduction of 'Good Reverberations? Teacher Influence in Music Composition since 1450'. Social Science Reproduction Platform, May 2022. http://dx.doi.org/10.48152/ssrp-4zww-p927.

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