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Effectiveness Of Pre Service Experiences And Coursework In Music Education Toward Teacher Self Efficacy In Classroom Management
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Book Synopsis Effectiveness of Pre-service Experiences and Coursework in Music Education Toward Teacher Self-efficacy in Classroom Management by : Charles R. Jackson
Download or read book Effectiveness of Pre-service Experiences and Coursework in Music Education Toward Teacher Self-efficacy in Classroom Management written by Charles R. Jackson and published by . This book was released on 2008 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this research was to investigate the contribution of preservice courses and experiences toward self-efficacy in the area of classroom management among novice music educators. The study involved 89 music educators currently employed in the areas of band, orchestra, chorus, and general music in grades K through 12 from a large metropolitan school district in the southeastern region of the United States. The researcher addressed perceived levels of preparation for classroom management in music classrooms as a result of preservice music teacher education experiences, system-sponsored induction programs for inservice teachers, and experiences with mentor teachers. Chi-square analyses resulted in data used to compare perceived preparedness with other variable data. Music educators perceived being inadequately prepared to face the challenges of classroom management during the early years of teaching. The recommended course of study, based on participant responses, is provided to address the expressed needs of the respondents.
Book Synopsis The Oxford Handbook of Preservice Music Teacher Education in the United States by : Colleen Conway
Download or read book The Oxford Handbook of Preservice Music Teacher Education in the United States written by Colleen Conway and published by Oxford University Press. This book was released on 2019-10-15 with total page 656 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Oxford Handbook of Preservice Music Teacher Education in the United States identifies the critical need for change in Pre-K-12 music education. Collectively, the handbook's 56 contributors argue that music education benefits all students only if educators actively work to broaden diversity in the profession and consistently include diverse learning strategies, experiences, and perspectives in the classroom. In this handbook, contributors encourage music teachers, researchers, policy makers, and music teacher educators to take up that challenge. Throughout the handbook, contributors provide a look at ways music teacher educators prepare teachers to enter the music education profession and offer suggestions for ways in which new teachers can advocate for and adapt to changes in contemporary school settings. Building upon students' available resources, contributors use research-based approaches to identify the ways in which educational methods and practices must transform in order to successfully challenge existing music education boundaries.
Book Synopsis A Comparison of Pre-service Teachers' Perceptions of Self-Efficacy Changes Over the Course of the Student Teaching Experience by : Tammie Todd Patterson
Download or read book A Comparison of Pre-service Teachers' Perceptions of Self-Efficacy Changes Over the Course of the Student Teaching Experience written by Tammie Todd Patterson and published by . This book was released on 2017 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This quantitative, quasi-experimental examined 75 pre-service teachers' perceptions of their own self-efficacy with regard to student engagement, classroom, management, and instructional strategies. Data was collected at three different intervals throughout the student teaching experience, which was also accompanied by a training seminar focusing on classroom organization and management (Classroom Organization and Management Program). This research attempted to examine pre-service teachers' views of themselves and their ability to be successful teachers. Results showed that pre-service teachers exhibited significantly higher perceptions of self-efficacy at different intervals throughout their student teaching. Results also confirmed significant differences in perceived self-efficacy by gender, race , and the type of content training received (i.e. subject specific training vs.general training). Data from this study provides Educator Preparation Programs (EPPs) with further data, which will allow them to create program curricula and strategies to better prepare pre-service teachers to become successful and confident classroom teachers.
Book Synopsis Pre-Service Teacher Perspectives of Self-Efficacy, Philosophy, and Epistemology After an Introductory Early Childhood Education Course by : Darla Sue Taylor
Download or read book Pre-Service Teacher Perspectives of Self-Efficacy, Philosophy, and Epistemology After an Introductory Early Childhood Education Course written by Darla Sue Taylor and published by . This book was released on 2019 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's early childhood programs are required to have high-quality inclusive classrooms that serve preschool children with disabilities and diverse needs employed by highly-qualified early childhood teachers. The problem of this study was to describe the current status of pre-service teachers' perspectives of their own teacher self-efficacy, philosophical beliefs, and epistemological beliefs for inclusive practices in an early childhood classroom at the conclusion of an introductory early childhood education course. The study also looked at differences by certification track- EC-6 bilingual (n = 5), EC-6 generalist (n = 8), EC-6 ESL (n = 12), and all-level SpEd (n = 7). The participants (n = 32) were a convenient sample in an Introductory to Early Childhood Education course at a Texas university. Three post-course assignments (i.e. the final self-evaluation, the post-course philosophy of education, and the post-course successful early childhood inclusive teacher drawing) were given to students in an introductory early childhood course and were subjected to content analysis and thematic analysis. The TEIP survey was used as a framework for content analysis. The group-as-a-whole, the EC-6 bilingual, the EC-6 generalists, the all-level SpEd, and the EC-6 ESL certification track participants' teacher self-efficacy perspectives content showed high teacher self-efficacious comments in regards to "classroom environment and student expectations." The all-level SpEd certification track participants' data showed high high teacher self-efficacious comments similar to the group-as-a-whole, with additional comments focused on "providing an alternative explanation or example when students are confused," and "improving the learning of a student who is failing." The group-as-a-whole philosophical perspectives focused on "safety" (in the classroom), "parent involvement," "building relationships with students and parents," "student success," and "classroom environment." EC-6 bilingual certification participants' philosophical perspectives primarily focused on "student success" and "instructional strategies." All-level SpEd certification participants focused on "parent involvement" and "classroom environment." EC-6 generalists certification participants' philosophical perspectives focused on "classroom environment," "community of learners," "parent involvement," and "collaboration with other educators." EC-6 ESL certification track participants' philosophical perspectives focused on "parent communication/parent-teacher communication" and "student success." The group-as-a-whole and all certification track epistemological perspectives focused on (a) "monitor and adjust," (b) "know your students," (c) "awareness," (d) "caring" (about your students), and (e) "teacher character traits needed." The one exception was the EC-6 generalists and all-level SpEd certification track participants adding the focus of "teaching strategies/strategies" and "informal assessments" respectively. The findings revealed that the participants' own experiences, past and present teacher models, respected individuals, and enacted course curriculum(s) influenced their teacher self-efficacy, philosophical, and epistemological perspectives. Implications from this study include adding (a) a focus on education laws and policies to the introductory early childhood course to provide a broader understanding about inclusion, (b) more enacted curriculum to include application to theory to encourage research-based/best practices in future classrooms, and (c) using a mind shift from "what is the disability" to "what is the ability" in more wholistic teacher preparation courses versus silo-track teacher preparation courses.
Book Synopsis Pre-service Teacher Education and Classroom Management by : Kristina Monika Klopfer
Download or read book Pre-service Teacher Education and Classroom Management written by Kristina Monika Klopfer and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Pre-service Teachers' Self-efficacy and Their Socialization While Participating in an Online Early Field Experience Course by : Ashlin Hake
Download or read book The Relationship Between Pre-service Teachers' Self-efficacy and Their Socialization While Participating in an Online Early Field Experience Course written by Ashlin Hake and published by . This book was released on 2021 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research in physical education has studied self-efficacy and teacher socialization separately. Research has also looked at the effects of online learning or hybrid courses in pre-service teachers, but research on how pre-service teachers’ self-efficacy and socialization is affected by online learning is lacking. The purpose of this study was to find the relationship between pre-service teachers’ self-efficacy and their socialization while participating in an online early field experience course. Prior to the beginning of the study, informed consent was obtained. Participants were 14 college aged pre-service teachers (PTs) (4 women and 10 men) enrolled in an early field experience course. The course was taught partially online and included peer teaching instead of teaching school age children due to COVID-19. The PTs completed the Teacher Sense of Efficacy Scale (TSES) (Tschannen-Moran and Woolfolk Hoy, 2001) three times over the course of the semester. Following data analysis four PTs were purposefully selected (one with the highest mean change in self-efficacy, one with the lowest and negative mean change in self-efficacy and two others with a positive mean change in self-efficacy) for interviews. The four PTs were asked about their acculturation, professional socialization, and their self-efficacy. A repeated measures ANOVA was performed, wherein that the largest significant differences were between time one and time two of the survey with a p
Book Synopsis The Challenge of Teaching by : Gretchen Geng
Download or read book The Challenge of Teaching written by Gretchen Geng and published by Springer. This book was released on 2016-10-11 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents thirty-one accounts by final-year pre-service teachers, providing guidance and insights for less advanced teacher education students, and illustrating the use of life history and narrative stories as methods for pre-service teachers to explore educational issues in classroom practice. This life-history approach identifies those political, economic, and social forces that have impinged on the individual at different points in their life and contributed to the process of changing their identities. These stories are not written by established specialists in the areas they deal with, but instead by novice teachers at the beginning of their paths towards mastering the intricacies of teaching and learning in school settings. As such the book provides a mentoring framework and a means of helping pre-service teachers share their valuable experiences and insights into aspects such as how to manage practicum requirements. It helps establish a supportive relationship among pre-service teachers, providing them with access to valuable peer experiences. In addition it helps pre-service teachers make sense of their own practicum experiences and reflect on their own beliefs and professional judgement to develop their approaches and solve problems in their own classroom practice.
Book Synopsis Pre-service Music Teachers' Perspectives of Experiences in an Informal Music Learning Group by :
Download or read book Pre-service Music Teachers' Perspectives of Experiences in an Informal Music Learning Group written by and published by . This book was released on 2013 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pre-service music teachers' undergraduate preparation is often geared towards formal music making (i.e., large conductor-led ensembles). However, recent research suggests that many school-aged students are making music in informal settings (e.g. garage bands) outside of school. Despite a recent influx of research in informal music learning, there is little information on pre-service music teacher's opinions towards and preparedness in incorporating informal music making into the classroom. The purpose of this study was to examine how pre-service music teachers' informal music learning experiences shaped their perspectives on the importance of informal music learning and its role in the classroom. For this study, I observed six undergraduate music education majors at a public university in the mid-Atlantic region who participated in a student-created informal music learning organization over the course of one semester. Students each selected a new instrument and worked in small groups to aurally learn songs of their choosing. I interviewed participants before and after their involvement in this organization. Through their participation in IMC, these pre-service music teachers each developed an understanding and appreciation of an approach to music learning that is far different from what they were used to. The participants also developed musical skills such as learning music by ear and secondary instrument proficiency. I suggest that pre-service music teachers should experience and learn to teach many different approaches to learning music, including informal music learning techniques, as a part of their required coursework. Future research is necessary in order to learn more about informal music learning and its role in music classrooms and undergraduate music education curricula.
Book Synopsis Improving Preservice Teachers' Self-Efficacy Through Service Learning by : Carianne Bernadowski
Download or read book Improving Preservice Teachers' Self-Efficacy Through Service Learning written by Carianne Bernadowski and published by . This book was released on 2013 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: University students have been barraged with service learning opportunities both as course required and as volunteer opportunities in recent years. Currently, many universities now require students to participate in engaged learning as a graduation requirement. Situated in Bandura's theory of self-efficacy, this study examines the effects service learning has on students teaching self-efficacy when required to participate in an activity (course connected), compared to when they chose to volunteer in service learning projects. As instructors of preservice teachers it is our commitment to prepare these students to their maximum potential. Identifying best practices for teacher preparation is an overarching goal of this study. A pre/post survey examined students' self-perceptions for each service opportunity in regards to their perceived teaching self-efficacy. Results indicate that students' self-efficacy improved when service learning was connected or imbedded in the context of learning and connected to a specific course. These findings indicate course connected service learning has a greater impact on preservice teachers' perceptions of their ability to be effective future classroom teachers. Therefore course connected service learning can be viewed as a best practice in preservice teaching instruction. (Contains 3 figures.).
Book Synopsis A Music Education Immersion Internship by : Donna T. Emmanuel
Download or read book A Music Education Immersion Internship written by Donna T. Emmanuel and published by . This book was released on 2002 with total page 652 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Preparing Music Pre-Service Teachers to Enhance Language Arts Reading Skills in the Elementary Music Classroom: A Degree Program and Course Content Analysis by : Suzanne Natallia Hall
Download or read book Preparing Music Pre-Service Teachers to Enhance Language Arts Reading Skills in the Elementary Music Classroom: A Degree Program and Course Content Analysis written by Suzanne Natallia Hall and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine how NASM accredited music education degree programs from public and private universities throughout the United States address reading literacy (language arts) integration within the elementary music classroom. Accordingly, the following research questions guided the study: (1) What, if any, reading course is currently included in the undergraduate music education degree program?(2) What are the attitudes and perceptions of music education professors towards music and reading integration within the music teacher preparation programs?(3) What “philosophical lens” is used to develop a reading integrated curriculum for pre-service music teachers and how is it interpreted in practice?(4) What content and experiences are included within the general music course (or course equivalent) that addresses reading and how is it implemented? A quantitative descriptive research design was implemented in three phases: conceptual analysis of degree programs curricula, survey, and interviews. A conceptual analysis of music education degree programs was used to examine the presence of reading courses within the music education degree program and under which department the courses are provided (n = 100). A cross-sectional survey was conducted in order to provide a “descriptive” analysis of instructors’ (n = 42) attitudes and perception towards reading/language arts integration within the general music methods course (or course equivalent). A chi-squared analysis determined correlations between teacher demographics and questionnaire portions of the survey. Interviews of selected instructors (n = 3) were conducted to further detail how reading content is introduced and integrated within the coursework of the general music methods course (or course equivalent), a course that is required by the NASM for music teacher certification. Results indicated that of the universities/colleges investigated (N = 100) more than half (54%) included a course(s) in reading. Additionally, instructor attitudes showed favorably towards reading integration and a majority of the instructors perceive an awareness of the national reading crisis. However, there were mixed feelings towards the belief that music education teacher training programs should be structured to prepare pre-service music students to support basic reading instruction in the music classroom and instructor confidence in teaching reading integration to pre-service music teachers. Analysis of interviews revealed consistent themes towards reading integration including preparing pre-teachers music teachers with (1) awareness of key concepts and vocabulary in reading instruction (phonemic awareness, phonics, sequencing, decoding, and comprehension) that was embedded in the course, (2) use of reading strategies, and (3) modeling how integrative strategies are implemented in which students had opportunities to imitate through assignments. Finally, the philosophical lens that guided the instructors in the inclusion of reading integration in the course was integrative in nature. .
Book Synopsis Preparing Pre-service Music Educators to More Effectively Teach Students with Special Needs by : James Tully
Download or read book Preparing Pre-service Music Educators to More Effectively Teach Students with Special Needs written by James Tully and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study analyzed the current required coursework of pre-service music educators to prepare for teaching students with special needs at Pennsylvania degree-granting institutions. It surveyed graduates of Pennsylvania degree-granting institutions on their experience in preparing teaching students with special needs and the challenges and barriers faced as in-service teachers. An additional survey targeted the perceptions of current Pennsylvania music education professors and their thoughts on preparing pre-service music educators for teaching students with special needs. The surveys explore the answers to whether coursework designed for pre-service music educators to teach students with special needs successfully are adequate. The current literature on in-service teachers teaching music to students with special needs targets in-service teacher professional development on the topic. While there is research on the perceptions of music teachers teaching students with special needs and inclusion, very little research exists on examining the undergraduate level coursework required to successfully teach music to special needs students. Data collected identifies deficiencies in specific music courses on teaching students with special needs in the undergraduate curriculum, as well as the need for field experience. Findings include the quality of the current coursework in the undergraduate curriculum, in-service teachers’ perceptions and attitudes toward their individual preparedness for teaching special needs students, intersection with music therapy, and calls for future research. Future research includes revising curricula at higher education institutions, targeted professional development for in-service music educators, and collaboration with music therapists and special educators.
Book Synopsis Pre-service Teaching Experiences During the University of North Carolina at Greensboro Summer Music Camp by : Jonathan D. Alvis
Download or read book Pre-service Teaching Experiences During the University of North Carolina at Greensboro Summer Music Camp written by Jonathan D. Alvis and published by . This book was released on 2009 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Founded in 1983, the University of North Carolina at Greensboro (UNCG) Summer Music Camp (SMC) is an annual residential summer youth program consisting of two, one-week sessions. Approximately 1,800 students participate in large and small ensembles, musicianship classes, recreational time, and evening activities. Instructors have included UNCG music faculty members, area band, orchestra, and chorus directors, and private piano faculty, in addition to pre-service teachers. Although unintentional, the SMC has become an effective field experience for pre-service teachers. Field experience is beneficial to the growth of future educators (Branyon, 2008). McGlamery and Harrington (2007) reported field experiences are critical components in the teacher education program. Pre-service music teachers who participate in the SMC teach within a controlled environment along with experienced master teachers who serve as mentors. Complete instructional responsibility is afforded to the pre-service teachers through situations that include teaching in individualized sessions, small group instruction, rehearsing large ensembles, monitoring student behavior, and various administrative tasks. Furthermore, the pre-service teachers collaborate with a master teacher and peers to develop teaching strategies and learning goals. These duties and responsibilities are similar, if not identical, to classroom situations. The SMC allows pre-service teachers to connect theories and practices learned and discussed in the teacher education program with actual teaching situations. Moreover, pre-service teachers have the opportunity to teach students in grades 5-12 rather than peers as often seen in the collegiate classroom. The SMC provides a microcosm of a school semester in a controlled, two-week long environment. To date, no document has been published formally on the SMC's history, success, and benefits to pre-service teachers. This project will examine the benefits of summer youth programs for pre-service teachers through an analysis of the UNCG Summer Music Camp, its history, success, and current organizational structure. Scheduling, curriculum design, and experiences of pre-service teachers will be discussed."--Abstract from author supplied metadata.
Book Synopsis Developing Pre-service Teacher Self-efficacy to Integrate Music in Elementary Classrooms by : Darlene Lee Kretchmer
Download or read book Developing Pre-service Teacher Self-efficacy to Integrate Music in Elementary Classrooms written by Darlene Lee Kretchmer and published by . This book was released on 2002 with total page 484 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Improving Music Methods Instruction for Preservice Elementary Educators by : Suzanne Louise Burton
Download or read book Improving Music Methods Instruction for Preservice Elementary Educators written by Suzanne Louise Burton and published by . This book was released on 2002 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Exploration of Pre-Service Teachers' Perceptions of Self-Efficacy by : Stephanie Boni
Download or read book An Exploration of Pre-Service Teachers' Perceptions of Self-Efficacy written by Stephanie Boni and published by . This book was released on 2014 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study uses semi-structured interviews and participant reflective journals to explore the perceptions of pre-service teachers' self-efficacy and sense of readiness to enter the teaching profession. The six participants were graduate students in a Master of Arts in Teaching program from the same university. The study took place at the end of their year-long field placement as they were completing a three-week solo teaching experience. Consistent with current literature, the participants identified the most influential factor to self-efficacy to be the relationship and influence of their cooperating teacher. Other areas of influence were classroom management, student achievement data, and ability to be flexible and adjust to the unexpected. Identified implications for future research are the exploration of influence of cooperative learning as a member of a cohort, an analysis of the impact that self-efficacy has on pre-service teacher performance as determined through evaluation, and a longitudinal study to examine how self-efficacy and readiness transform an individual as pre-service teachers become novice teachers.
Book Synopsis Preservice Teachers' Sense of Efficacy: Video Vs. Face-To-Face Observations by : Debra Chisenhall
Download or read book Preservice Teachers' Sense of Efficacy: Video Vs. Face-To-Face Observations written by Debra Chisenhall and published by . This book was released on 2016 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined preservice elementary education students' sense of efficacy regarding student engagement, instructional strategies, and classroom management based on the type of observations they completed. A total sample size of 64 elementary education students enrolled in four sections of an introductory elementary education course and completed five hours of observation. Students in two sections of the course completed traditional face-to-face observations. Students in the other two sections of the course watched five hours of pre-recorded video observations of elementary education classroom and participated in class discussions regarding the observations. All students completed the Teachers' Sense of Efficacy Scale to measure their self-efficacy regarding student engagement, instructional strategies, and classroom management. Research was conducted using a posttest, quasi-experimental, non-equivalent control group design. Data were analyzed using independent-samples t tests. Results of this study indicate there is no significant difference regarding preservice teachers' sense of teaching efficacy based on the type of observations completed. Future research should continue to explore how different components of teacher education programs influence preservice teachers' sense of teaching efficacy.
