A View of Current Evaluative Practices in Instrumental Music Teacher Education

Autor/in	Peterson, Amber Dahlén
Titel	A View of Current Evaluative Practices in Instrumental Music Teacher Education
Quelle	In: Arts Education Policy Review, 115 (2014) 4, S.121-130 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2014.948316
Schlagwörter	Preservice Teacher Education; Music Teachers; Musical Instruments; Teaching Skills; Student Evaluation; Preservice Teachers; Teacher Educators; Online Surveys; Teacher Education Programs; Accreditation (Institutions); Undergraduate Study; Evaluation Methods; Student Teacher Evaluation; Correlation; Expectation + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Music; Teacher; Teachers; Musiklehrer; Musikinstrument; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Schulnote; Studentische Bewertung; Teacher education; Education; Lehrerbildung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Grundstudium; Korrelation; Expectancy; Erwartung
Abstract	The purpose of this study was to examine how instrumental music educator skills are being evaluated in current undergraduate programs. While accrediting organizations mandate certain elements of these programs, they provide limited guidance on what evaluative approaches should be used. Instrumental music teacher educators in the College Music Society (n = 303) supplied data about their respective programs through an online survey. Participants reported using written and verbal feedback, self-evaluation, and rubrics most frequently. Similar evaluation processes used across program courses or experiences, such as rubrics and ePortfolios, were described by 35 percent of the music teacher educators. Most programs culminated in a semester-long student teaching period, during which preservice teachers were observed and evaluated by university supervisors three to four times. Weak correlations were indicated between some evaluative practices and music teacher educators' expectations for program graduates' music educator skills. Implications for music teacher education programs and suggestions for establishing evaluation policies are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10