Effects of Recorded Models on Novice Teachers' Rehearsal Verbalizations, Evaluations, and Conducting

Autor/inn/en	Montemayor, Mark; Moss, Emily A.
Titel	Effects of Recorded Models on Novice Teachers' Rehearsal Verbalizations, Evaluations, and Conducting
Quelle	In: Journal of Research in Music Education, 57 (2009) 3, S.236-251 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/0022429409343183
Schlagwörter	Music Education; Music Teachers; Beginning Teachers; Music Activities; Nonprint Media; Models; Musical Composition; Verbal Communication; Self Evaluation (Individuals); Student Evaluation; High School Students; Musicians; Teacher Behavior; Secondary School Teachers; Preservice Teachers + Suchen Sie Ihr Suchwort? Musikerziehung; Music; Teacher; Teachers; Musiklehrer; Junior teacher; Junglehrer; Musikalische Aktion; Analogiemodell; Komponieren; Schulnote; Studentische Bewertung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Musiker; Teacher behaviour; Lehrerverhalten
Abstract	In this study, the authors investigated effects of aural model-supported rehearsal preparation on selected behavioral and evaluative elements of novice teachers' rehearsals. Sixteen preservice music teachers conducted high school bands in four 15-minute rehearsals (two rehearsals on two different pieces). To prepare for their rehearsals on one piece, participants were given only the conductor score, while for the other piece, they were given both a score and a recorded model of the piece on an audio compact disc. Video recordings of all 64 rehearsals were systematically observed for teachers' verbalizations across several musical and teaching variables. Participants also completed post-rehearsal evaluations of their teaching and of the ensemble's playing. Differences between conditions were small, with teachers' verbalizations reflecting a proportionally greater concern for accuracy in the model-supported condition. Evaluations of rehearsals were less self-directed and were more critical of the ensemble, a finding consistent with previous research. There was virtually no difference in responses between conditions for conductor expressiveness. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10