Preservice Music Teachers Perceptions of Teaching and Learning Popular Music

Autor/inn/en	Blackwell, Jennifer; Matherne, Nicholas; Momohara-Ho, Cathlyn
Titel	Preservice Music Teachers Perceptions of Teaching and Learning Popular Music
Quelle	In: Journal of Music Teacher Education, 31 (2022) 3, S.49-65 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blackwell, Jennifer) ORCID (Matherne, Nicholas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/10570837211067215
Schlagwörter	Preservice Teachers; Music Teachers; Student Attitudes; Music Education; Popular Culture; Elementary Education; After School Programs; Musical Instruments; Value Judgment; Professional Identity; Elementary School Students; Experiential Learning; Teaching Skills + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Schülerverhalten; Musikerziehung; Popkultur; Elementarunterricht; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Musikinstrument; Werturteil; Experiental learning; Erfahrungsorientiertes Lernen; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	The purpose of this instrumental case study was to investigate the perceptions of preservice music teachers learning popular music and facilitating popular music learning experiences with elementary students in an after-school music program. Preservice music teachers enrolled in a popular music pedagogy course learned techniques for teaching and performing popular music, and facilitated an elective after-school 'ukulele program where they worked with students from two different elementary schools. Using interviews, researcher journals, preservice teacher reflections, and observations, we explored how preservice music teachers make sense of their experiences in learning to teach in a new musical context. We found that preservice teachers valued extended field experiences before student teaching, developed positive attitudes toward teaching popular music/musicianship, and required significant time to acquire the skills needed to teach in an informal learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01