Music teacher professional agency as challenge to music education policy

Spruce, Gary; Stanley, Ann Marie; Li, Mo

doi:10.1080/10632913.2020.1756020

Cited by 12 publications

(8 citation statements)

References 26 publications

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“…China has increasingly come under the influence of western culture since the late 1990s, and consequently, western musical instruments currently cover more than 59 per cent of the music education market in China. This is also consistent with the fact that western musical instruments like the piano, ukulele, and guitar are three out of the top four musical instruments in this industry (Spruce et al, 2021) Passing the tests for music certification is a major motivator for Chinese parents to encourage their children to learn how to play musical instruments. The analysis of the industry clears the fact that training for graded assessments accounts for more than 90 percent of market output (Chien et al, 2021c;Ho, 2021).…”

Section: Introductionsupporting

confidence: 67%

Lack of Emotional Experience, Resistance to Innovation, and Dissatisfied Musicians Influence on Music Unattractive Education

Zhang

Akhter²,

Kumar³

et al. 2022

Front. Psychol.

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Music education is frequently growing around the globe and needs emotional attachments and adoption innovation for the attractive music education that needs researcher’s emphasis. Thus, the current article investigates the impact of lack of emotional experience and resistance to innovation on unattractive music education in China. The current research also investigates the mediating impact of dissatisfied musicians among the association of lack of emotional experience, resistance to innovation, and unattractive music education in China. The study has used the primary data collected using questionnaires. The current article examines the validity and reliability using the measurement assessment model and also tests the hypotheses using the structural assessment model with the help of smart-PLS. The results indicated that the lack of emotional experience and resistance to innovation has a positive and significant impact on unattractive music education in China. The findings also revealed that dissatisfied musicians significantly mediate among lack of emotional experience, resistance to innovation, and unattractive music education in China. This article helps policymakers establish policies about making music education attractive for musicians by adopting innovation.

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Section: Introductionsupporting

confidence: 67%

Lack of Emotional Experience, Resistance to Innovation, and Dissatisfied Musicians Influence on Music Unattractive Education

Zhang

Akhter²,

Kumar³

et al. 2022

Front. Psychol.

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“…For music teachers, agentic action is vital, especially when their PD needs are overlooked or deprioritized by policymakers. In designing or providing one's own PD, agency is at its arguable apex (Spruce et al, 2020). This study's findings show music teachers have two current footholds that, if expanded, could prove useful.…”

Section: Music Teacher Pd Practicesmentioning

confidence: 76%

Is Music Teacher Professional Development Becoming More Effective? Evaluating Practice and Policy in the United States, 1993–2012

West

2020

Journal of Research in Music Education

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The purpose of this study was to evaluate music teacher professional development (PD) practice and policy in the United States between 1993 and 2012. Using data from the nationally representative Schools and Staffing Survey (SASS) spanning these 20 years, I examined music teacher PD participation by topic, intensity, relevance, and format; music teachers’ top PD priorities; and the reach of certain PD-supportive policies. I assessed these descriptive results against a set of broadly agreed-on criteria for “effective” PD: content specificity, relevance, voluntariness/autonomy, social interaction, and sustained duration. Findings revealed a mixed record. Commendable improvements in content-specific PD access were undercut by deficiencies in social interaction, voluntariness/autonomy, sustained duration, and relevance. School policy, as reported by teachers, was grossly inadequate, with only one of the nine PD-supportive measures appearing on SASS reaching a majority of teachers in any given survey year. Implications for policy, practice, and scholarship are presented.

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“…Teacher collaborations and connections can support mutual growth (Zelenak, 2017). Especially for music teachers, efforts to build collegial bridges and avoid professional isolation are important for multiple reasons (Spruce et al, 2020). For our participants, however, collaborations and collegiality did not extend to substantive curricular connections.…”

Section: Connectionsmentioning

confidence: 89%

“…Three overarching themes illustrated participants' sense of disconnection to other general music teachers (i.e., professional isolation and lack of meaningful interdisciplinary teaching) and their geographic setting (i.e., lack of musical exposure). While the phenomenon of music teacher isolation is well-documented (e.g., Spruce et al, 2020), it is not unique to rural music teaching settings. Similarly, participants' dissatisfaction with limited opportunities for high-quality interdisciplinary teaching or arts integration has been echoed by music teachers in nonrural settings.…”

Section: Disconnectsmentioning

confidence: 99%

A Pilot Project Exploring Rural Classroom Music Teachers’ Perceptions and Practices via an Online Professional Development Course

Johnson

Stanley

2021

Journal of Music Teacher Education

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Music teachers in urban, suburban, and rural communities face a multitude of challenges and opportunities. To identify and examine specific experiences that may be unique to rural general music teachers, we recruited six teacher-participants to complete a 5-week online professional development (PD) course for this exploratory study. We created a teacher-led approach for this PD, implementing topics and solutions generated by the participants. Using qualitative content analysis, we found two categories of themes in the online discussion posts that either connected or disconnected our participants with other music teachers on their general music context or their geographic setting. Although participants clearly articulated the influences of setting and place-based pedagogy, we found shared issues related to general music that transcended location. Implications for future PD include the importance of online delivery methods and developing PD differentiated by teaching contexts and geographic settings.

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Music teacher professional agency as challenge to music education policy

Cited by 12 publications

References 26 publications

Lack of Emotional Experience, Resistance to Innovation, and Dissatisfied Musicians Influence on Music Unattractive Education

Lack of Emotional Experience, Resistance to Innovation, and Dissatisfied Musicians Influence on Music Unattractive Education

Is Music Teacher Professional Development Becoming More Effective? Evaluating Practice and Policy in the United States, 1993–2012

A Pilot Project Exploring Rural Classroom Music Teachers’ Perceptions and Practices via an Online Professional Development Course

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