A Grounded Theory of Preservice Music Educators’ Lesson Planning Processes Within Field Experience Methods Courses
Bibliographic Data
| ID | 10199863 |
|---|---|
| Authors | Elizabeth Cassidy Parker (0000-0001-9143-3087, Temple University, Philadelphia, PA, USA, corresponding author), Vanessa L Bond (0000-0003-0100-9069, University of Hartford, West Hartford, CT, USA), Sean Robert Powell (University of North Texas) |
| Year | 2017 |
| Volume | 65 |
| Issue | 3 |
| Pages | 287-308 |
| Publication date | 2017-09-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4294 • E-ISSN: 1945-0095 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0022429417730035 |
| OpenAlex | W2760423392 |
| Language | EN |
| Citations received | 11 |
| References cited | 26 |
The purpose of this grounded theory study was to understand the process of field experience lesson planning for preservice music educators enrolled in choral, general, and instrumental music education courses within three university contexts. Data sources included multiple interviews, written responses, and field texts from 42 participants. Four waves of data collection and analysis revealed a five-step process beginning with “learning the tasks of teaching” and “experiencing an authentic teaching context.” Participants articulated the central phenomenon as “embracing teaching as an interaction,” which led to “teaching more effectively” and “learning about teaching with my style.” The findings reflect that participants developed a situated understanding of how thoughtful preparation is connected to effective teaching. An implication for this study is that preservice teachers should be consistently immersed in authentic context learning environments during undergraduate education
Choir · Context (archaeology · Field (mathematics · Grounded theory · Mathematics education · Music education · Pedagogy · Process (computing · Qualitative research · Situated · Sociology · Style (visual arts · Teaching method · Visual arts · Art Education and Development · Computer Science · Diverse Music Education Insights · Music Education and Analysis · Psychology
Education is Growth
Playing on Both Sides of the Djembe
Effects of Camera Placement on Undergraduates’ Peer Teaching Reflection
Merging Conducting and Pedagogy Instruction for Undergraduate Instrumental Music Education Majors
Teaching as Improvising
Preservice Music Teacher Identity Construction Through Metaphor
Preservice Music Educators’ Perceptions of In-Person and Asynchronous Online Fieldwork Experiences
A case study
Preservice teachers’ experiences as first-time voice instructors
Beyond the Divide Between Qualitative and Quantitative Research
A Grounded Theory of Early Preservice Music Teacher Identity Development
Basics of qualitative research
Deliberate Practice and Performance in Music, Games, Sports, Education, and Professions
Preservice and Experienced Teachers' Opinions of Skills and Behaviors Important to Successful Music Teaching
Undergraduate Instrumental Music Education Majors' Approaches to Score Study in Various Musical Contexts
Demonstration and Recognition of High and Low Contrasts in Teacher Intensity
Authentic-Context Learning Activities in Instrumental Music Teacher Education
Preservice Music Teachers' Conceptions of Teaching Effectiveness, Microteaching Experiences, and Teaching Performance
Preservice String Teachers' Lesson-Planning Processes
Turning Into Teachers
Putting Practice Into Theory
Designing and Conducting Mixed Methods Research
School Teacher
| Unique citing works | 11 |
|---|---|
| Citations per year | 2,2 |
| Citation span | 2021 - 2025 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 11 |