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Distance Learning in Graduate Music Teacher Education

Promoting Professional Development and Satisfaction of Music Teachers

Auburn University

The impact of a graduate distance learning music teacher education program on the professional development of in-service music teachers is evaluated through telephone interviews of 16 program graduates, a questionnaire completed by 29 current students, and a questionnaire completed by 10 graduating students. Emergent themes are development of teaching philosophy, changes in teaching practice, personal growth, and high program satisfaction. Philosophy changes are generally reported in vague terms. Graduates' classroom methods, curriculum, assessment, and technology integration practices are widely affected. Program attributes that enhance learning and satisfaction include increased interaction among music teachers, positive faculty—student interaction, real-world tasks, quality of learning, and technology integration. Assignments requiring asynchronous communication, multimedia creation, or online research increase interaction and real-world applicability.

Key Words: distance learning • graduate education • professional development

Journal of Music Teacher Education, Vol. 18, No. 1, 55-66 (2008)
DOI: 10.1177/1057083708323137


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