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Exploring Undergraduate Music Educat...

Durkin, Lauren.

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Exploring Undergraduate Music Education Learning Experiences: The Impact on Pre-service Teachers' Perceived Confidence to Teach Music.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Undergraduate Music Education Learning Experiences: The Impact on Pre-service Teachers' Perceived Confidence to Teach Music./
作者:	Durkin, Lauren.
面頁冊數:	273 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
Contained By:	Dissertation Abstracts International76-06A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3680597
ISBN:	9781321526745

Exploring Undergraduate Music Education Learning Experiences: The Impact on Pre-service Teachers' Perceived Confidence to Teach Music.
Durkin, Lauren.

Exploring Undergraduate Music Education Learning Experiences: The Impact on Pre-service Teachers' Perceived Confidence to Teach Music. - 273 p.

Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.

Thesis (Ed.D.)--Holy Family University, 2015.

This item must not be sold to any third party vendors.

Music education teacher preparatory programs vary from institution to institution. Despite the similar course content and degree program requirements, the student learning experiences can vary depending on the curriculum designed by faculty members and how it is delivered. Consequently, the purpose of this study was to explore undergraduate music education learning experiences including general education coursework, music-centered coursework, and student teaching and their impact on pre-service music teachers' professional identity and confidence for their professional role. This study examined the learning experiences of undergraduate music students currently enrolled in two music education programs. The study was intended to produce findings about these learning experiences so that faculty and administrators can better understand the impact of the undergraduate learning experiences on music teacher's professional identity and confidence. The researcher collected specific data through interviews with current senior level undergraduate music education majors and program chairs or music education program directors who provided crucial information for the researcher. In addition, the researcher reviewed relevant institutional and program documents. The analysis of the data collected affirmed that undergraduate music education learning experiences, both formal and informal coursework, guided pre-service teachers in developing their confidence as music teachers. This study revealed that each institution implemented a similar curriculum; yet, the undergraduate students' interpretations of their confidence for their professional roles were somewhat different. As a result, this study highlights similarities and differences in perceptions between the two groups of students who enrolled in two undergraduate music education programs.

ISBN: 9781321526745Subjects--Topical Terms:

529436
Educational leadership.

Exploring Undergraduate Music Education Learning Experiences: The Impact on Pre-service Teachers' Perceived Confidence to Teach Music.
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520 $a Music education teacher preparatory programs vary from institution to institution. Despite the similar course content and degree program requirements, the student learning experiences can vary depending on the curriculum designed by faculty members and how it is delivered. Consequently, the purpose of this study was to explore undergraduate music education learning experiences including general education coursework, music-centered coursework, and student teaching and their impact on pre-service music teachers' professional identity and confidence for their professional role. This study examined the learning experiences of undergraduate music students currently enrolled in two music education programs. The study was intended to produce findings about these learning experiences so that faculty and administrators can better understand the impact of the undergraduate learning experiences on music teacher's professional identity and confidence. The researcher collected specific data through interviews with current senior level undergraduate music education majors and program chairs or music education program directors who provided crucial information for the researcher. In addition, the researcher reviewed relevant institutional and program documents. The analysis of the data collected affirmed that undergraduate music education learning experiences, both formal and informal coursework, guided pre-service teachers in developing their confidence as music teachers. This study revealed that each institution implemented a similar curriculum; yet, the undergraduate students' interpretations of their confidence for their professional roles were somewhat different. As a result, this study highlights similarities and differences in perceptions between the two groups of students who enrolled in two undergraduate music education programs.
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