Preservice Teachers' Experiences as First-Time Voice Instructors

Autor/in	Baughman, Melissa
Titel	Preservice Teachers' Experiences as First-Time Voice Instructors
Quelle	In: International Journal of Music Education, 40 (2022) 2, S.301-312 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baughman, Melissa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0255-7614
DOI	10.1177/02557614211050993
Schlagwörter	Preservice Teachers; Music Education; Singing; Teaching Experience; Student Attitudes; Professional Identity; Teaching Methods; Learning Strategies; Authentic Learning + Suchen Sie Ihr Suchwort? Musikerziehung; Gesang; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Authentic context learning (ACL) experiences have proven beneficial to preservice music teachers in a variety of ways and settings. While research specific to ACL within instrumental and choral music contexts is extensive, there have been no investigations of ACL in an applied voice setting. The purpose of this study was to investigate six preservice music teachers' experiences as first-time voice instructors. Through an examination of verbal and written reflections, I sought to learn how the experience of teaching voice shaped preservice teachers' perceptions of their own instruction and how this ACL experience shaped their identity as teachers. Six undergraduate music education majors at a large Midwestern university in the United States instructed weekly, 30-minute voice lessons for 8 consecutive weeks. Data collection methods included: (1) participants' weekly lesson logs; (2) participants' weekly lesson reflections; (3) participants' final reflections; and (4) one, 60-minute focus group. Preservice teachers perceived modeling and kinesthetic activities to be the most effective teaching strategies, and realized their own deficiencies as vocal instructors. Music teacher educators should consider facilitating opportunities for preservice teachers to teach vocal technique in a variety of settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01