Preservice Music Educators' Perceptions of In-Person and Asynchronous Online Fieldwork Experiences

Autor/in	Mercado, Emily M.
Titel	Preservice Music Educators' Perceptions of In-Person and Asynchronous Online Fieldwork Experiences
Quelle	In: Journal of Music Teacher Education, 31 (2022) 2, S.41-54 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mercado, Emily M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-0837
DOI	10.1177/10570837211061291
Schlagwörter	Preservice Teachers; Music Teachers; Asynchronous Communication; Online Courses; Field Experience Programs; Music Education; COVID-19; Pandemics; School Closing; Elementary Education; Lesson Plans; Planning; Drills (Practice); Direct Instruction; Teaching Skills; Teaching Methods; Teacher Student Relationship; Singing; Cooperation + Suchen Sie Ihr Suchwort? Music; Teacher; Teachers; Musiklehrer; Online course; Online-Kurs; Praxisnahes Lernen; Musikerziehung; School closings; Schule; Schließung; Schließung (von Schulen); Elementarunterricht; Lesson planning; Unterrichtsplanung; Ablaufplanung; Planungsprozess; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Gesang; Co-operation; Kooperation
Abstract	The purpose of this instrumental case study was to examine preservice music educators' (PMEs) perceptions of a semester-long fieldwork experience first delivered in person and then asynchronously online. Using the community of inquiry (CoI) framework, I analyzed the PMEs' perceptions of their teaching presence in both fieldwork experiences. Participants cited benefits and challenges with lesson plan organization, in-person and asynchronous instruction, and building consensus about effective teaching. Notably, the asynchronous fieldwork provided a non-reactive environment where the script and delivery of content took precedent over a rehearsal mindset, which was more responsive and occurred during the in-person fieldwork. Based on these findings, music teacher educators might consider asynchronous fieldwork when in-person fieldwork is unavailable or as a stepping stone to prepare PMEs for in-person fieldwork experiences. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01