Preschool teachers’ music-specific professional development preferences: Does teaching experience matter?

Wong, Joanne; Bautista, Alfredo; Ho, Yan Lam; Kong, Siu Hang

doi:10.1177/1321103x221139992

Cited by 3 publications

(2 citation statements)

References 39 publications

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“…Consequently, teachers lacked confidence in teaching music to children, and their competence was limited. Wong et al (2023) emphasized that teaching experience was a significant factor in determining early childhood teachers' preferences for professional development in music. They found that teachers preferred professional development activities led by music educators, which integrated pedagogy and domain knowledge, focusing on musical creativity.…”

Section: Discussionmentioning

confidence: 99%

Musicogram Use by Preschool Teachers in Listening Activities

Türkoğlu,

Yaşar

2023

education

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Limited and mostly superficial exposure to music experiences during childhood negatively affects various musical competencies that develop early on, such as auditory and perceptual skills, a sense of rhythm, and the ability to sing in harmony. High-quality music education in early childhood can only be achieved by incorporating meaningful and active music listening activities into teaching practices by teachers, creating learning environments aimed at enhancing musical skills in children. The learning needs, motivations, and preferences of teachers shape the musical practices in music education. The selection of techniques for implementation, preparation, or equipment deficiencies leads to a series of interrelated outcomes affecting teachers and children. With this aim, the research was conducted to gather the opinions of preschool teachers regarding the use of musicograms in their music activities and to identify the shortcomings in the appropriate use of musicograms for their intended purpose. The research employed a qualitative research method with a case study design. The study group consisted of 33 teachers working in preschools. Data was collected using the focus group technique, and the data collected were analyzed using content analysis. As a result of the research, it was determined that teachers mainly included song activities (singing and listening), rhythm activities, and, to a lesser extent, musical games (ront), and creative movement and dance activities within the framework of music activities. It has been found that most teachers do not know what “musicogram” means. Musicogram was defined as “musicomoviegram,” essentially a musical animation. Additionally, it was determined that teachers need in-service and post-service support, prefer music activities to be conducted by specialized music teachers, emphasize the use of music more as a conceptual tool than for its artistic content, face material and equipment shortages, and particularly lack theoretical and practical background in using musicograms in listening activities. Teachers were found not to include different types of music that reveal changes in musical features such as dynamics, meter, and tempo in their classrooms, and they did not express a need to include such music types.

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Section: Discussionmentioning

confidence: 99%

Musicogram Use by Preschool Teachers in Listening Activities

Türkoğlu,

Yaşar

2023

education

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“…To ensure the efficacy of classroom musical activities, it is vital to provide teachers with training emphasizing music's value in children's development. Additionally, teachers should be equipped with practical and effective strategies that enable them to integrate music into their educational activities (Wong et al, 2023). Moreover, schools should encourage collaboration between teachers and parents to promote music education (Baker, 2012).…”

Section: ⅴ Conclusionmentioning

confidence: 99%

음악이 아동 발달에 미치는 영향에 대한 홍콩 부모들의 신념

et al. 2023

Korean Music Educ Soc

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본 연구는 음악이 자녀의 발달에 미치는 영향에 대한 홍콩 부모들의 신념을 조사하는 것을 목적으로 한다. 연구참여자는 홍콩 12개 지역의 유치원 2학년에 재학중인 자녀를 둔 부모 197명이며, 이들은 개인 및 가족 배경, 자녀 교육의 중요성에 대한 신념, 그리고 음악 활동에 대한 자녀의 참여도에 대해 설문응답 하였다. 수거된 자료는 SPSS 27에 의해 분석되었으며 부모와 자녀의 음악 선호도 사이에는 긍정적인 상관관계가 발견되었다. 음악의 중요성에 대한 부모의 태도는 교육 수준과 개인적 경험에 따라 다르며 음악 교육의 중요성에 대한 부모의 신념과 자녀의 음악 관련 활동 참여 사이에 갈등이 있는 것으로 나타났다. 본 연구결과는 자녀의 음악적 발달에 부모의 신념이 얼마나 중요한 역할을 하는지, 그리고 아동 음악교육에 대한 부모의 참여를 강화하는 것이 바람직함을 보여준다.

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Use of Music Pedagogy Experiences in Improving the Professional Skills of Music Teachers of General Secondary Schools

Abdumutalibovich

2024

jpn

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This scientific article was published on the basis of the principles of using music pedagogy experiences in improving the professional skills of music teachers of general secondary schools at the end of the dissertation work. This study investigates the diverse impacts of music on human life, emphasizing its role in shaping emotions and behaviors. It underscores the significance of music pedagogy in developing effective teaching strategies and approaches. The methodology combines descriptive and explanatory elements, incorporating a literature review and practical examples. Results emphasize the importance of constant self-education for music educators. The study explores various teaching approaches, including integrative, active music playing, constructivist, cultural, and individual methods. It recognizes the value of both individual and group lessons, along with the integration of modern technologies in music education. The organization of the educational process is highlighted, focusing on goal-setting, regular practice, constructive feedback, and creating a supportive learning environment. Overall, the study offers insights into impactful music teaching strategies and methodologies.

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Preschool teachers’ music-specific professional development preferences: Does teaching experience matter?

Cited by 3 publications

References 39 publications

Musicogram Use by Preschool Teachers in Listening Activities

Musicogram Use by Preschool Teachers in Listening Activities

음악이 아동 발달에 미치는 영향에 대한 홍콩 부모들의 신념

Use of Music Pedagogy Experiences in Improving the Professional Skills of Music Teachers of General Secondary Schools

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