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ERIC Number: ED375079
Record Type: RIE
Publication Date: 1994-May
Pages: 34
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Defining "Good" Music Teaching: Four Student Teachers' Beliefs and Practices.
Schmidt, Margaret
This qualitative research study, using data gathered through participant observation and interviews, explored the definitions of "good" teaching held by four student teachers in instrumental music. Aspects of each one's beliefs regarding the personal qualities, instructional practices, and management strategies of "good" teachers are presented. Their understandings appeared to be individually constructed from a variety of experiences with their parents, peers, teachers, cooperating teachers, and students--experiences which they explicitly and tacitly transformed into principles of "good" teaching. Each student teacher engaged in ongoing refinement of a personal definition of "good" music teaching, consistently filtering potential elements of that model. Their definitions of"good" teaching were influenced by university music education courses, but because of the strength of prior beliefs, each one learned a different version of what was taught. The paper concludes that: (1) the preservice teachers appeared to derive the majority of their teaching practices from their own experience as students; (2) expanding the range of each preservice teacher's experiential understandings of "good" teaching may contribute to more thoughtful practice; (3) effective supervisory communication requires far greater time than is usually allotted; and (4) student teachers appeared to seek an "educative community," a model of teacher education involving both partnership and process. (Contains approximately 80 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Qualitative Methodologies in Music Education Research Conference (Urbana, IL, May 19-21, 1994).