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An Analysis of the Relationship Betw...

Rose, Michelle Anne.

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An Analysis of the Relationship Between North Carolina Pre-Service Music Teachers' Perceived Preparedness to Teach Online, Methods Classes, and TPACK: A Pilot Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	An Analysis of the Relationship Between North Carolina Pre-Service Music Teachers' Perceived Preparedness to Teach Online, Methods Classes, and TPACK: A Pilot Study./
Author:	Rose, Michelle Anne.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	119 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Music education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31139678
ISBN:	9798382767796

An Analysis of the Relationship Between North Carolina Pre-Service Music Teachers' Perceived Preparedness to Teach Online, Methods Classes, and TPACK: A Pilot Study.
Rose, Michelle Anne.

An Analysis of the Relationship Between North Carolina Pre-Service Music Teachers' Perceived Preparedness to Teach Online, Methods Classes, and TPACK: A Pilot Study. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 119 p.

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

Thesis (Ph.D.)--The University of North Carolina at Greensboro, 2024.

The purpose of this pilot study was to investigate the relationship between North Carolina pre-service music teachers' perceived preparedness to teach online, Technological, Pedagogical, and Content Knowledge (TPACK) score, and online pedagogy instruction included in methods classes. An online survey was emailed to members of the North Carolina Music Educators Association designated as collegiate. The survey respondents (n = 14) completed two categorical grouping questions, Likert-type items about perceived preparedness to teach in brick-and-mortar (face-to-face) and online settings, and Likert-type items measuring each of the seven TPACK domains.Most participants reported they did not learn about online music pedagogy in their methods classes. Additionally, only one participant reported having had the opportunity to observe an online music class, and no participants reported having had the opportunity to complete a field experience in an online music classroom. Results from a Related-Samples Sign Test indicated that participants perceived themselves as more prepared to teach music in brick-and-mortar (face-to-face) settings than in online settings. A Friedman One-Way Repeated Measure Analysis of Variance by Ranks test indicated that TPACK domain scores differed from each other. Specifically, the content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), and technological content knowledge (TCK) domains differed from the technological-pedagogical knowledge (TPK) and technological, pedagogical, and content knowledge (TPACK) domains. A Kendall's Tau correlation indicated a strong, positive association between participants' perceived preparedness to teach online score and TPACK scores. Music teacher preparation programs may consider focusing on integrating technology, including online music pedagogy, across methods classes to better prepare pre-service music teachers for online instructional settings.

ISBN: 9798382767796Subjects--Topical Terms:

3168367
Music education.
Subjects--Index Terms:

Methods classes

An Analysis of the Relationship Between North Carolina Pre-Service Music Teachers' Perceived Preparedness to Teach Online, Methods Classes, and TPACK: A Pilot Study.
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