A National Survey of Music Education Majors' Confidence in Teaching Improvisation

Autor/inn/en	Bernhard, H. Christian, II.; Stringham, David A.
Titel	A National Survey of Music Education Majors' Confidence in Teaching Improvisation
Quelle	In: International Journal of Music Education, 34 (2016) 4, S.383-390 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/0255761415619069
Schlagwörter	Music Education; Undergraduate Students; Standards; Creative Teaching; Student Motivation; Self Efficacy; Creative Activities; Teacher Effectiveness; Teaching Methods; Musical Instruments; Education Majors; Professional Associations; Student Attitudes; Teaching Skills; Singing; Music Teachers; Student Surveys; Statistical Analysis; Multivariate Analysis + Suchen Sie Ihr Suchwort? Musikerziehung; Standard; Creative thinking; Teaching; Kreatives Denken; Unterricht; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Musikinstrument; Schülerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Gesang; Music; Teacher; Teachers; Musiklehrer; Schülerbefragung; Statistische Analyse; Multivariate Analyse
Abstract	The purpose of the study was to investigate undergraduate music education majors' confidence in teaching improvisation, according to the NAfME (1994) K-12 Achievement Standards. Specific research questions were: 1) How confident are music education majors in implementing the 11 improvisation achievement standards for grades K-12? 2) How confident are they in their own improvisation ability? 3) How interested or motivated are they in learning more about how to teach improvisation? 4) Are there differences in confidence among music education majors by year in school? 5) Are there differences in confidence among music education majors by primary instrument? Participants were 397 undergraduate music education majors from National Association of Schools of Music (NASM) accredited institutions in the United States, whose confidence in teaching improvisation decreased as grade level increased. Sophomore and senior means were higher than freshman and junior means, and slight differences were observed by primary instrument (woodwind, piano, brass, voice, string, percussion, in increasing confidence). Participants reported slight to moderate confidence in their own ability to improvise, but moderate to great interest in learning more about how to teach improvisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01