Perceptions and Preparedness: Preservice Music Educators and Popular Music Teaching Skills

Autor/in	Sorenson, Rachel
Titel	Perceptions and Preparedness: Preservice Music Educators and Popular Music Teaching Skills
Quelle	In: Update: Applications of Research in Music Education, 39 (2021) 2, S.34-43 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sorenson, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8755-1233
DOI	10.1177/8755123320957945
Schlagwörter	Undergraduate Students; Music Education; Majors (Students); Popular Culture; Music Teachers; Preservice Teachers; Student Attitudes; Teaching Skills; Self Efficacy; Singing; Musical Instruments; Music Theory; Informal Education; Knowledge Base for Teaching; Computer Software; Technological Literacy + Suchen Sie Ihr Suchwort? Musikerziehung; Popkultur; Music; Teacher; Teachers; Musiklehrer; Schülerverhalten; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Self-efficacy; Selbstwirksamkeit; Gesang; Musikinstrument; Musiktheorie; Informelle Bildung; Nichtformale Bildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Technisches Wissen
Abstract	The purpose of this study was to examine the perceptions of undergraduate music education majors regarding the skills needed to teach popular music classes, and their comfort level with those skills. Preservice music educators (N = 81) completed a researcher-designed questionnaire describing their previous experiences with popular music, their perceptions of necessary teaching skills for popular music instruction, their comfort level with those skills, and their overall feelings of preparedness to teach popular music. Respondents rated the teaching skills of ear training, piano/keyboard, and informal learning practices as most important. In addition, respondents indicated that they were most comfortable with the teaching skills of singing, music theory, and informal learning practices. In general, respondents felt moderately prepared to teach popular music, but many believed they were lacking important knowledge and skills, including proficiency on various instruments, understanding how to integrate popular music, and music software proficiency. Implications for music educators are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01