Journal of Music Teacher Education current issue

Core Questions in Music Teacher Education--Revisited

Thompson, L. — Tue, 22 Sep 2009 12:47:02 PDT

Conversations

Fredrickson, W. E., Conway, C. M. — Tue, 22 Sep 2009 12:47:02 PDT

Effects of Learner-Centered Activities in Preparation of Music Educators: Finding the Teacher Within

Killian, J. N., Dye, K. G. — Tue, 22 Sep 2009 12:47:02 PDT

The authors followed the progress of 43 undergraduate music education majors through three semesters of peer teaching, field-based teaching of school-age students, and student teaching. Each semester, students followed a reflective practice model that included plan/teach/archive/reflect procedures following every teaching experience. The reflective practice model, as explained in this study, is a learner-centered model that emphasizes self-evaluation and professional responsibility rather than traditional instructor grading and feedback.The report includes student responses to three semesters of surveys requiring Likert-type scale responses, recall of self-reported skill levels during previous semesters, and responses to open-ended questions.

Portfolio Assessment in Student Teaching: A Reliability Study

Draves, T. J. — Tue, 22 Sep 2009 12:47:02 PDT

The purpose of this study was to investigate the reliability of portfolio assessment in student teaching. The specific problems were (a) to determine interjudge reliability for the music student teaching portfolio assessment and (b) to determine if music student teachers rate themselves similarly to the expert panel of judges. Participants (N = 13) were undergraduate music education majors completing their student teaching semester at a major midwestern university. The Student Teaching Portfolio (STP) was required as part of the student teaching semester.Two expert judges rated participants’ STP using the Student Teaching Portfolio Assessment Rubric (STPAR). Participants self-assessed their portfolios using STPAR as well. Interjudge reliabilities and correlations between participants’ self-assessments and judges’ ratings were calculated. Results showed that portfolios can be a reliable and valid assessment tool for student teaching. Further research on the reliability of portfolio assessment in preservice teacher education is recommended.

Connections Between Performer and Teacher Identities in Music Teachers: Setting an Agenda for Research

Pellegrino, K. — Tue, 22 Sep 2009 12:47:02 PDT

The purpose of this article is to examine the literature concerning the connections between performer and teacher selves in the formation of a music teacher’s identity. This article begins by framing an issue facing preservice and in-service music teachers, namely, the tension between a performer identity and a teacher identity. An overview is provided of (a) the literature documenting preservice music teacher identities that privileges the performer identity and (b) the literature that focuses on balancing and negotiating the performer and teacher identities. To understand aspects of the current debate about music teacher identities, the author develops five themes based on a critical analysis of the selected literature: teacher versus performer identity conflict, personal and professional benefits of music making, holistic view of musical identities, roles and situated identities, and defining music teacher identity. The author concludes by synthesizing the commonalities of the recent research and suggesting approaches and topics for future research on music teacher identity.

Educating Teachers to Transform the Trilogy

Colley, B. — Tue, 22 Sep 2009 12:47:02 PDT

This article constitutes the second stage in an ongoing investigation of alternative instrumental ensembles in schools. First, interview data from the previous stage, which documented cases in Massachusetts, Kentucky, Washington, and Nevada, where individual music teachers began and successfully sustained alternative ensembles for the past 5 to 10 years, summarize the genesis, growth, and sustenance of these ensembles. The current article presents data relating to the K-12 policy decisions made by these teachers and then examines these policy decisions with a focus on their implications for music teacher preparation. Implications for music teacher education are considered in light of enhancing music teachers’ understanding of policy choices in the areas of (a) program design, (b) student participation, (c) conceptualizations of musicianship, and (d) cultural and aesthetic appropriateness. Finally, differences in inherent assumptions between alternative ensemble practice and traditional ensemble practice are set forth, ending with recommendations for specific teacher education reforms and action initiatives.

Band and Orchestra Teachers' Rankings of General Pedagogical Knowledge and Skill

Si Millican, J. — Tue, 22 Sep 2009 12:47:02 PDT

Classroom management, presentation, and organization skills are significant predictors in the success or failure of teachers regardless of subject. Elements of this type have been categorized in the literature as general pedagogical knowledge (GPK). The purpose of this quantitative study is to determine if a relationship exists between music teachers’ rankings of importance for GPK variables and the variables related to primary teaching assignment, grade level, teaching experience, and school size. Band and orchestra directors (N = 173) ranked the variables organize and plan instruction; develop rules, routines, procedures, handbooks, etc.; enforce classroom rules promptly and consistently; and develop relationships with students highest of all GPK variables. Some of the findings in this study suggest that band and orchestra directors may approach their time in classrooms differently based on their teaching assignment and grade level. Results give an insight into the specific nature of classroom management as it relates to music settings.

Examining the Preservice Practicum Experience of Undergraduate Music Education Majors-- Exploring Connections and Dispositions Through Multiple Perspectives A Critical Grounded Theory

Abrahams, F. — Tue, 22 Sep 2009 12:47:02 PDT

This grounded theory study explores the relationship between the college methods class and the off-campus practicum experience. The study included nine undergraduate music education majors enrolled in a methods course designed to prepare them to teach music in secondary schools. Also included were three in-service teachers who served in the role of cooperating teachers for the practicum portion of the experience. Content for the on-campus methods class was altered to accommodate the programs where students would be working. Data included reflections from the students during a weekly on-campus seminar, informal interviews with the cooperating teachers, observations of the students at the practicum sites, and written evaluations of the students by the cooperating teachers. As a result of open, focused, and axial coding, several themes emerged that confirmed the literature stating that despite best efforts, the on-campus course and off-campus practicums do not connect.

Book Review: Michael Strong Effective Teacher Induction and Mentoring: Assessing the Evidence New York : Teachers College Press, 2009. 160 pp. $25.95. ISBN 0807749338

Conway, C. — Tue, 22 Sep 2009 12:47:02 PDT

Request for Applications Editorial Board Members: Journal of Music Teacher Education

Tue, 22 Sep 2009 12:47:02 PDT