Students’ Perspectives on the Master’s Degree in Music Education

Abstract

The purpose of this study was to investigate currently enrolled students’ perceptions of the master’s degree in music education (MME). A national sample of 136 MME students completed a web-based questionnaire. The most common motivations for enrolling in MME programs were to become a better teacher, to get a higher salary, to gain academic stimulation through graduate-level coursework, and to create a possible pathway to doctoral study in the future. However, motivational differences were evident based on respondents’ degree format (academic year, online, summer, or hybrid). Respondents indicated that they learned about research primarily through reading and discussing research articles, and learned about pedagogy primarily through reading articles on pedagogy/teaching strategies and watching and reflecting on personal teaching videos. I explore implications for music teacher education given these findings as well as respondents’ reports of MME program strengths and areas needing improvement.

Faculty Perspectives on the Master’s Degree in Music Education

“…Because we were interested in exploring the perceptions of music education faculty regarding the MME degree, we modified the questionnaire used in a previous study that focused on students’ perceptions of the MME degree (Springer, 2020). The initial questionnaire was found to be a valid measurement tool and was informed by previous research and practitioner articles focused on the MME degree (e.g., Albert, 2015; Conway et al, 2008, 2009; LeBlanc, 1991).…”

“…126–127). The majority of MME students in Springer’s (2020) study believed that their program represented a combined focus on research and teaching (64.71%), rather than a sole focus on research (14.71%) or teaching (19.85%).…”

“…Although the MME degree is one of the most common forms of professional development for music educators, research on degree perceptions has been relatively scarce with only a few recent additions. Springer’s (2020) descriptive results highlighted current MME students’ perceptions of the MME degree and how they believed the degree met their professional and academic needs. Conway et al (2020, 2021) reported the perceptions of seven MME program directors, who noted that there seemed to be varied opinions regarding the primary purpose of the MME degree.…”

“…Student perceptions of the MME degree are important because those perceptions will help music teacher educators understand students’ degree motivations and beliefs about the function of the degree. Springer (2020) surveyed current students from MME programs in the United States. Participants in that study reported a variety of motivations for choosing to pursue an MME degree, namely to become better teachers, to earn higher salaries, to gain academic stimulation, and to create potential pathways to doctoral study.…”

“…The findings related to measuring program success with these seven faculty encouraged us to consider whether a broader sample of faculty across the United States might have similar views to help generate proposed solutions for the profession. A survey of faculty perceptions would also allow for a comparison of faculty responses with student responses published in a previous study (Springer, 2020). If students are the consumers of MME programs, it is important for music teacher educators to understand how the perceptions of students may align—or not align—with those of the faculty teaching in those programs.…”