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Culp, Mara E.; Salvador, Karen – Journal of Music Teacher Education, 2021
Music educators must meet the needs of students with diverse characteristics, including but not limited to cultural backgrounds, musical abilities and interests, and physical, behavioral, social, and cognitive functioning. Music education programs may not systematically prepare preservice teachers or potential music teacher educators for this…
Descriptors: Music Teachers, Music Education, Teacher Education Programs, Student Needs
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Piazza, Erik S.; Talbot, Brent C. – Journal of Music Teacher Education, 2021
Music education majors report low exposure to creative musical activities (CMAs) despite increased discourse surrounding the inclusion of CMAs in standards, curricula, publications, and practice. The purpose of this study was to compare preservice music teachers' (PMT) and music teacher educators' (MTE) experiences with CMAs. We used an anonymous…
Descriptors: Music Education, Undergraduate Study, Creative Teaching, Music Activities
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Bannerman, Julie K.; O'Leary, Emmett J. – Journal of Music Teacher Education, 2021
Generational labels such as digital native and the "net" generation may obscure the gap that exists between preservice music teachers' personal uses of technology and how they will use technology professionally. The study's purpose was to examine preservice music teachers' personal use of technology, views toward technology in music…
Descriptors: Preservice Teachers, Undergraduate Students, Student Attitudes, Student Experience
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Potter, Jennifer L. – Journal of Music Teacher Education, 2021
The purpose of this study was to investigate elementary general music teachers' classroom management self-efficacy. Targeted participants were novice and experienced elementary general music teachers teaching in urban, suburban, and rural/small town settings who received a survey disseminated through the National Association for Music Education.…
Descriptors: Beginning Teachers, Experienced Teachers, Elementary School Teachers, Music Teachers
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Wagoner, Cynthia L. – Journal of Music Teacher Education, 2021
I investigated how preservice instrumental music teachers understand and describe their teacher identity through the use of metaphor in a one-semester instrumental methods course emphasizing authentic context learning. Twenty-five third-year instrumental methods course music education students created a personal metaphor to explore their…
Descriptors: Preservice Teachers, Music Teachers, Professional Identity, Figurative Language
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Paetz, Allison M. – Journal of Music Teacher Education, 2021
The purpose of this narrative inquiry was to explore the story of a secondary ensemble teacher who experienced burnout and chose to remain in the profession. Eleanor and I met for three semistructured interviews and two observations. I used Clandinin and Connelly's three-dimensional inquiry space as a framework for this study. Narrative analysis…
Descriptors: Teacher Burnout, Music Teachers, Teacher Persistence, Teaching Conditions
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Greene, Jennifer L. R.; Cote, Heather Katz; Koperniak, Matt; Stanley, Laura Moates – Journal of Music Teacher Education, 2021
Doctoral programs in music education typically require a multiyear residency with an expected career trajectory leading to higher education. However, with low-residency online programs (LROPs) increasingly available, graduates may choose to remain in P-12 education. In this collaborative autoethnography, we examined our stories as four P-12…
Descriptors: Preschool Education, Elementary Secondary Education, Doctoral Programs, Music Education
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Escalante, Samuel – Journal of Music Teacher Education, 2020
Music teacher educators often work to prepare preservice music teachers to be socially conscious and adopt dispositions toward teaching in socially just ways. Preservice teachers' beliefs, attitudes, and dispositions toward social justice issues may not be sufficiently challenged, however, unless coursework is appropriately conceived. I designed a…
Descriptors: Music Education, Music Teachers, Undergraduate Study, Student Attitudes
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Edelman, Philip B.; Talbert, Matthew D. – Journal of Music Teacher Education, 2020
The purpose of this study was to explore the effect of a visual signal on feedback type and rehearsal time usage by preservice music educators. A secondary aim was to examine the types of ambiguous feedback statements made by preservice music educators during instruction. Study participants rehearsed their university lab ensemble four times over…
Descriptors: Preservice Teachers, Music Education, Music Teachers, Feedback (Response)
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Nápoles, Jessica; Silveira, Jason M. – Journal of Music Teacher Education, 2020
The purpose of this study was to examine preservice and inservice teachers' perceptions of pacing in ensemble rehearsal settings. We used Silveira's definition of pacing as our conceptual framework: "the continuous flow of instruction without unnecessary interruptions and/or unnecessary sounds and without presentation of irrelevant…
Descriptors: Preservice Teachers, Student Attitudes, Music Teachers, Teacher Attitudes
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Aguilar, Carla E.; Dye, Christopher K. – Journal of Music Teacher Education, 2020
The typical undergraduate music education student is focused on developing their musicianship and leadership abilities, professional education competencies, and specific pedagogical expertise. While these are desirable outcomes of a music education degree, music teachers must learn how to effectively interact with a range of policies that will…
Descriptors: Music Education, Educational Policy, Preservice Teachers, Curriculum Development
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Baughman, Melissa – Journal of Music Teacher Education, 2020
A service-learning model may be used to provide preservice music teachers with authentic context learning experiences and a range of pedagogical benefits, but research evidence specific to choral music contexts is limited. The purpose of this study was to investigate two preservice music teachers' experiences as interns with a community children's…
Descriptors: Music Teachers, Preservice Teachers, Singing, Experiential Learning
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Payne, Phillip; Ward, Jeffrey – Journal of Music Teacher Education, 2020
The purpose of this survey study was to examine current admissions processes and assessment practices for music programs of National Association of Schools of Music member institutions. Representatives from 95 institutions responded to a researcher-designed questionnaire. Music education programs were perceived as being comparable to performance…
Descriptors: Selective Admission, Music Education, Music Teachers, College Admission
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Payne, Phillip D.; Lewis, Wesley; McCaskill, Frank – Journal of Music Teacher Education, 2020
The primary purpose of this article was to establish the current state of mental health among music education majors. Music education majors across the United States (N = 1137) self-reported indicators of depression, anxiety, and stress. According to the results, music education majors are highly busy, enrolling in an average of 16.5 credit hours…
Descriptors: Music Education, Majors (Students), Mental Health, Depression (Psychology)
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Baumgartner, Christopher M. – Journal of Music Teacher Education, 2020
In the fall of 2016, leadership in the Oklahoma Music Educators Association (OkMEA) recognized the need for a formal, music mentorship program for beginning educators. I provide a detailed description of how the mentorship co-chairs, president, immediate past president, and president-elect of OkMEA designed and implemented a statewide music…
Descriptors: Beginning Teachers, Music Teachers, Music Education, Program Development
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