Music Teachers' Perception of Music Teaching at the Stage of Early Adolescence

Autor/inn/en	Juhart, Petra Brdnik; Kafol, Barbara Sicherl
Titel	Music Teachers' Perception of Music Teaching at the Stage of Early Adolescence
Quelle	In: Center for Educational Policy Studies Journal, 11 (2021) 3, S.97-118 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1855-9719
Schlagwörter	Foreign Countries; Music Education; Music Teachers; Teacher Attitudes; Early Adolescents; Teaching Methods; Music Activities; Teacher Competencies; Curriculum; Program Development; Program Implementation; Adolescent Development; Planning; Slovenia; Argentina; United States; Turkey; Poland; Russia; Italy; Germany; Australia + Suchen Sie Ihr Suchwort? Ausland; Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Musikalische Aktion; Lehrkunst; Curricula; Lehrplan; Rahmenplan; Programmplanung; Ablaufplanung; Planungsprozess; Slowenien; Argentinien; USA; Türkei; Polen; Russland; Italien; Deutschland; Australien
Abstract	Based on the descriptive method of qualitative educational research, the present study explores music teaching at the stage of early adolescence in terms of general-school music teachers' viewpoints on factors defining the planning and implementation of music teaching. The study was based on qualitative analysis of data gathered in interviews with 18 teachers from nine countries (Slovenia, Argentina, Australia, USA, Turkey, Poland, Russia, Italy and Germany). The research found that music teaching based on authentic musical communication through the activities of playing, creating and listening to music was favoured by the interviewees. Among the factors affecting the presentation of music teaching at the stage of early adolescence, the quality of curricular bases and the professional competence of music teachers were emphasised. In this context, the research findings showed that music curricula in the international context do not provide a suitable curricular base for the implementation of music teaching. The problem becomes especially salient when the competences of music teachers are insufficient for the transference of the curricular platform to musical praxis through authentic ways of musical teaching. The research findings provide an insight into the complexity of the factors involved, including authentic music teaching, the music curriculum and teachers' competences, which determine the planning and implementation of music teaching at the stage of early adolescence. In addition, the findings provide a basis for further research in a broader context and for the development of guidelines for curricular updates and the modernisation of music education in general schools. (As Provided).
Anmerkungen	University of Ljubljana, Faculty of Education. University of Ljubljana Kardeljeva plošcad 16. Slovenia. Tel: +386-1-5892-344; e-mail: editors@cepsj.si; Web site: https://ojs.cepsj.si/index.php/cepsj/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01