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Pre-service Music Educators' Preferences in School Setting for Student Teaching.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Pre-service Music Educators' Preferences in School Setting for Student Teaching./
作者:	Sanders, Flora.
面頁冊數:	1 online resource (98 pages)
附註:	Source: Masters Abstracts International, Volume: 81-03.
Contained By:	Masters Abstracts International81-03.
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13885644click for full text (PQDT)
ISBN:	9781085707978

Pre-service Music Educators' Preferences in School Setting for Student Teaching.
Sanders, Flora.

Pre-service Music Educators' Preferences in School Setting for Student Teaching. - 1 online resource (98 pages)

Source: Masters Abstracts International, Volume: 81-03.

Thesis (M.M.E.)--University of Kansas, 2019.

Includes bibliographical references

The purpose of this study was to explore how influential social and professional factors, as well as preconceived perceptions of students and schools in urban, suburban, and rural settings contributed to pre-service music educators' preferences in school setting for student teaching placements. The participants (N = 6), with two each from urban, suburban, and rural high school backgrounds, were pre-service music educators in their last two years of study in a music teacher preparation program at a large, Midwestern university. The participants were interviewed twice, two weeks apart, and answered questions regarding their ideal student teaching placement, influential social and professional factors, their perceptions of urban, suburban, and rural schools and students, and their preferred school settings. The researcher transcribed and coded all interviews, with key themes of personal comfort and preferences, facilitation of teaching and learning, and professional growth emerging. The findings indicated that pre-service music educators used the key themes as factors in order to inform them of potential suitability in different school settings for student teaching placements. The pre-service music educators most preferred suburban school settings, possibly due to personal comfort, possible availability of resources and funding, and the perception of these settings as most suitable for a successful student teaching experience. Implications and recommendations for future research were then discussed with consideration of these results.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9781085707978Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

PreferencesIndex Terms--Genre/Form:

542853
Electronic books.

Pre-service Music Educators' Preferences in School Setting for Student Teaching.
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520 $a The purpose of this study was to explore how influential social and professional factors, as well as preconceived perceptions of students and schools in urban, suburban, and rural settings contributed to pre-service music educators' preferences in school setting for student teaching placements. The participants (N = 6), with two each from urban, suburban, and rural high school backgrounds, were pre-service music educators in their last two years of study in a music teacher preparation program at a large, Midwestern university. The participants were interviewed twice, two weeks apart, and answered questions regarding their ideal student teaching placement, influential social and professional factors, their perceptions of urban, suburban, and rural schools and students, and their preferred school settings. The researcher transcribed and coded all interviews, with key themes of personal comfort and preferences, facilitation of teaching and learning, and professional growth emerging. The findings indicated that pre-service music educators used the key themes as factors in order to inform them of potential suitability in different school settings for student teaching placements. The pre-service music educators most preferred suburban school settings, possibly due to personal comfort, possible availability of resources and funding, and the perception of these settings as most suitable for a successful student teaching experience. Implications and recommendations for future research were then discussed with consideration of these results.
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