Professional Development Among U.S. Music and Non-Music Teachers
Comparative Evidence From the 2017–2018 National Teacher and Principal Survey
Bibliographic Data
| ID | 10200260 |
|---|---|
| Authors | Justin J West (0000-0003-2308-764X, The University of Texas at Austin, Austin, TX, USA, corresponding author) |
| Year | 2023 |
| Volume | 72 |
| Issue | 2 |
| Pages | 113-138 |
| Publication date | 2023-07-02 |
| 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 | 10.1177/00224294231180084 |
| OpenAlex | W4383047309 |
| Language | EN |
| Citations received | 8 |
| References cited | 38 |
The purpose of this study was to describe music teacher professional development (PD) in the United States and to chart potential differences between the experiences of music teachers, other arts teachers (visual art, theater, dance), and teachers in low-stakes (natural and social sciences) and high-stakes (math, English language arts) academic disciplines. Using data from the 2017–2018 National Teacher and Principal Survey, I evaluated PD practices, perceptions, and policies against six consensus criteria for effective PD: content specificity, social interaction, sustained duration, relevance, agency, and policy support. Findings showed music teacher participation in content-specific and socially interactive PD was robust and that the vast majority of music teachers described their PD as relevant. Cross-comparisons revealed discipline associations as to some criteria (social interaction, relevance, agency) but not others (content specificity, sustained duration, policy support). Although music teachers achieved parity or were advantaged in some areas (e.g., access to content-specific PD), they consistently reported less access to socially interactive PD, spent less overall time in PD, and were considerably less likely to exercise agency in support of their PD endeavors. Music teachers—along with their art, theater, and dance colleagues—generally, although not overwhelmingly, operated on less favorable PD terrain in 2017–2018
Agency (philosophy · Art · Dance · Music education · Pedagogy · Professional development · Social science · Sociology · The arts · Visual arts · Art Education and Development · Diverse Music Education Insights · Neuroscience and Music Perception · Psychology
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| Unique citing works | 8 |
|---|---|
| Citations per year | 4 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 8 |