Literaturnachweis - Detailanzeige
| Autor/in | Teachout, David J. |
|---|---|
| Titel | Factors Affecting Individuals' Decisions to Enter Music Teacher Education Doctoral Programs |
| Quelle | In: Action, Criticism, and Theory for Music Education, 3 (2004) 3, (25 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1545-4517 |
| Schlagwörter | Higher Education; Music Education; Doctoral Programs; Music Teachers; Performance Factors; Questionnaires; Teacher Attitudes; Student Educational Objectives; Attribution Theory; Barriers; Influences; Etiology; Action Research |
| Abstract | The present study is one of the first investigations into the music teacher educator shortage. The purpose was to identify factors that affect music teachers' decisions about entering music education doctoral programs. Practicing music educators, identified as being outstanding candidates for doctoral studies (PME) (n = 22), and recent doctoral graduates in music education (RDG) (n = 23) served as subjects in this study. Asmus (2001) offered several suppositions about the shortage, some of which were substantiated in the present research while others were not. The "negative stigma associated with societal portrayals and perceptions of the education profession" did not appear in any of the PME or RDG responses. Perhaps, by the time one is in a position to contemplate entering a doctoral program in music education, he or she has established such a strong professional commitment as not to be swayed by such portrayals. Both groups expressed concern about the short-term financial challenges associated with being a doctoral student; though, only the PME subjects raised concerns about the long-term pay differential between the K-12 and higher education level. Perhaps as one successfully moves into a position in higher education, the benefits (flexible schedule, intellectual challenge and fulfillment, university environment, etc.) begin to outweigh the difference in financial compensation. If potential candidates are initially repelled from the profession by the pay differential, however, they will never experience the other, less tangible but rewarding benefits associated with teaching in higher education. It seems that Asmus' concerns about compensation are substantiated by this research. The requirement of those in higher education to complete a doctorate was actually viewed as a positive influence by PME subjects as well as by RDG subjects; yet, issues surrounding the tenure process were considered to be barriers by several PME subjects. None of the RDG subjects mentioned the tenure process as being a barrier. Although Asmus' concern about the tenure process is supported by the PME subjects' responses, the process of earning the doctorate degree was considered a positive influence, possibly connected to the PME subjects' love of learning and their desire to be around a university environment. (Contains 4 tables.) (ERIC). |
| Anmerkungen | MayDay Group. Brandon University School of Music, 270 18th Street, Brandon, Manitoba R7A 6A9, Canada. Tel: 204-571-8990; Fax: 204-727-7318; Web site: http://act.maydaygroup.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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