Reflections on music teacher professional development: Teacher-generated policies and practices

Johnson, Daniel; Stanley, Ann Marie; Falter, H. Ellie; Greene, Jennifer L. R.; Moore, Haley; Paparone, Stacy Amanda; Smith, Jacqueline C.; Snell, Alden H.

doi:10.1080/10632913.2018.1468839

Cited by 13 publications

(9 citation statements)

References 64 publications

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“…Such a confidence building was very important since the teachers were able to prove their identity as music instructors (Kos, 2018). Likewise, results of this research also confirm that a teacher's understanding on methods or models of teaching music should also be continually developed through professional development programs (Johnson et al, 2018;Bautista and Wong, 2019).…”

Section: Discussionsupporting

confidence: 65%

Shifting Primary School Teachers Understanding of Songs Teaching Methods : An Action Research Study in Indonesia

Julia¹,

Hakim²,

Fadlilah³

2019

International Journal of Education and Practice

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Contribution/Originality: The paper's primary contribution is finding why primary school teachers possess a wrong understanding of songs teaching methods for their students, which results in poor teaching performance. Through an action research approach, this research is trying to pioneer that a technology and media assisted methodology can change their understanding and result in better teaching performance. 1. INTRODUCTION Primary school teachers in one of districts in West Java, Indonesia, are accustomed to teach songs to students through traditional oral methods, though their singing skills lack adequate techniques, a strong pitch control and a stable singing tempo. Such an inadequacy in their teaching methodology has been there for a long time. Evidences prove that these methodological weaknesses have made a systemic impact on students' singing skills, techniques and pitch control. Their weaknesses are also reflected in the results of tests which show that an average of about 10% students in each class can sing well which is unfortunately not the result of teaching and learning in school, but because of their artistic discordancy, or pursuing art courses from outside institutions. It is expected that Indonesian students pursuing courses in singing and music under the guidance of school teachers should eventually acquire adequate singing skills. Their music or vocal education starts at primary school level (six years), then at

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Section: Discussionsupporting

confidence: 65%

Shifting Primary School Teachers Understanding of Songs Teaching Methods : An Action Research Study in Indonesia

Julia¹,

Hakim²,

Fadlilah³

2019

International Journal of Education and Practice

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“…A blended learning approach offers good grounds for developing piano playing skills, yet it is important to personalize the teaching and use individual instruction. Johnson et al (2019) refer to music teaching as a complex activity where prioritization of reflection skills is of utmost importance for teachers at different levels engaging in multiple decision-making processes.…”

Section: Situating Levels Of Pedagogical Thinking Within the Music Ed...mentioning

confidence: 99%

Student teachers’ and teacher educators’ pedagogical reflections on piano courses in Finnish primary school teacher education

Sepp¹,

Ruismäki

Hietanen

2022

Research Studies in Music Education

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Reflection is a key component in teachers’ educational programs. As teachers transfer human values through the subject(s) they teach, their pedagogical thinking plays an essential role in decision-making. As part of the Arctic Reformative and Exploratory Teaching Profession (ArkTOP) project (Finland), this case study examines the potential for developing pedagogical thinking in the education of primary school teachers. The aim of this study was to identify the levels of pedagogical thinking in students and educators through studying their reflections on piano courses. The results indicated that student teachers reflected on an action level rather than upon metatheory. Teacher educators shared reflections from both an object theory and metatheory level, while the student teachers’ reflections were focused on their individual skills when making music. Thus, teacher educators should offer student teachers more guidance on how to reflect upon their activities and provide argumentation for their possible pedagogical decisions.

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“…Researchers have recommended music teacher PD be teacher initiated and differentiated -qualitatively and substantively distinct for music teachers in various contexts and different stages of their careers (Johnson et al, 2019;Koner & Eros, 2019). Differentiating between the PD needs of music teachers is difficult, as the nature of music teaching positions varies between school districts.…”

Section: Professional Development Researchmentioning

confidence: 99%

“…Teaching general music is a complicated, multifaceted endeavor that differs depending on school, district, and community (Richmond, 1991). Because the rural community context is not well represented in the scholarship on general music, we chose this setting in which to explore music teachers' perspectives and practices in a teacher-led (Johnson et al, 2019) online model for professional development (PD). We explored the role of teachers' general music context on their PD needs, and the influence of rurality on general music teaching.…”

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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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Reflections on music teacher professional development: Teacher-generated policies and practices

Cited by 13 publications

References 64 publications

Shifting Primary School Teachers Understanding of Songs Teaching Methods : An Action Research Study in Indonesia

Shifting Primary School Teachers Understanding of Songs Teaching Methods : An Action Research Study in Indonesia

Student teachers’ and teacher educators’ pedagogical reflections on piano courses in Finnish primary school teacher education

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

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