The Value of Collaborative Research Before Independent Research in Undergraduate Music Education

Abstract

Increasing evidence points to the importance of undergraduate research in teacher education programs. Before undertaking independent research, it is essential that music education students gain exposure to a range of research skills and develop basic research competencies. In this study, I explored the influence of a semester-long collaborative research project on preservice music educators’ perceptions concerning future independent research projects. Throughout the semester, I collected data on nine preservice music educators’ perceptions. Additionally, I surveyed participants before and after the project. Participation in a collaborative research project focusing on exposure to research skills and guided practice applying those skills in meaningful, real-life situations appeared to have positively affected music education majors’ perceptions of confidence, preparation, and enthusiasm concerning future independent research projects.

Course-Based Undergraduate Research Experience: Music Education and Music Therapy Student Outcomes

“…Engagement in research experiences allows preservice music teachers and music therapists to understand the connection of theory, research, practice, and advocacy; apply research in the classroom or clinic to improve practice; develop self-awareness, critical thinking, and reflective skills; increase confidence, preparation, enthusiasm, and appreciation for research; and develop professional and research-minded dispositions. These experiences may also affect students' role and identity construction and increase the likelihood of using research as a resource in future practice (Carboni et al, 2007;Conway, 2000;Draves, 2014;Harney, 2017;Kruse & Taylor, 2012;Sindberg, 2016;Strand, 2006). Thus, research experiences may be a "powerful way to prepare students to become expert practitioners and professionals" (Strand, 2006, p. 40).…”

The Research-Practice Gap in Music Education: Applying Brokerage Structures to Guide Future Inquiry

“…As a result, she reported that her students were able to “practice critical thinking and reflection and improve their teaching expertise, share findings with others, and develop a professional community within the college classroom” (Strand, 2006, p. 40). In a more recent study, Harney (2017) led nine sophomore music education majors through a semester-long collaborative project that involved generating research questions, reviewing literature, creating and administering surveys, analyzing quantitative and qualitative data, and presenting findings with a poster. On completing their projects, the students demonstrated improved “confidence, preparation, and enthusiasm to successfully conduct research in the future” (Harney, 2017, p. 73).…”

“…In a more recent study, Harney (2017) led nine sophomore music education majors through a semester-long collaborative project that involved generating research questions, reviewing literature, creating and administering surveys, analyzing quantitative and qualitative data, and presenting findings with a poster. On completing their projects, the students demonstrated improved “confidence, preparation, and enthusiasm to successfully conduct research in the future” (Harney, 2017, p. 73).…”