Search results for: Music
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Measuring Preservice Teacher Self-Efficacy in Music and Visual Arts: Validation of an Amended Science Teacher Efficacy Belief Instrument
This study aimed to adapt the well-established Science Teaching Efficacy Belief Instrument- B (STEBI-B) for preservice teachers and to pilot the new instrument to determine its validity and reliability in The Arts. The authors argue that this study offers new contributions to the field of educational measurement in The Arts, specifically in measuring primary preservice teacher self-efficacy for learning areas like music and visual arts. The findings reveal that Arts Teaching Efficacy Belief Instrument (ATEBI) had good internal consistency and re-test reliability on the personal teaching efficacy scale. Furthermore, it was found that ATEBI had good validity statistics using ANOVAs on all scales.
Updated: May. 01, 2018
A Case Study Exploring the Use of Garageband™ and an Electronic Bulletin Board in Preservice Music Education
This study was designed to examine whether the integration of digital learning technologies in teacher education programs enhances a larger educational mission to foster preservice teachers’ understanding of music and digital literacy. The findings reveal that the majority of participating preservice teachers subscribed to an understanding of music literacy based upon traditional values of developing students’ notation skills. Although a framework for learning was in place, the process was designed as organic, developing with each exchange of musical selections and accompanying reviews and responses. For those accustomed to teacher-centered instruction, this created a measure of initial anxiety.
Updated: Dec. 17, 2014
Is Music an Active Developmental Tool or Simply a Supplement? Early Childhood Preservice Teachers' Beliefs About Music
The current study examines early childhood preservice teachers' beliefs about the importance of music in early childhood. The paper also explores factors that influencing those beliefs. The findings reveal that preservice teachers in this study held relatively strong beliefs about the importance of music, including aesthetic, quality-of-life, and social-emotional benefits. Preservice teachers' beliefs were associated with whether they viewed music as an active tool for development and learning, or as merely an enrichment.
Updated: Dec. 30, 2012
The authors investigate the methodological possibilities of dual observation and 'inter-reflexive' interpretation as they have experienced this in a longitudinal ethnographic case study of music teaching and learning in an English Cathedral Choir School. The authors' goal is to understand the ways in which their particular historical, social and cultural perspectives lead them to partial yet complementary sensings, seeings, hearings and feelings in this setting.
Updated: Aug. 31, 2009