Preservice Music Teachers' Conceptions of Teaching Effectiveness, Microteaching Experiences, and Teaching Performance
Bibliographic Data
| ID | 10202012 |
|---|---|
| Authors | Abby Butler (Wayne State University, corresponding author) |
| Year | 2001 |
| Volume | 49 |
| Issue | 3 |
| Pages | 258-272 |
| Publication date | 2001-10-01 |
| 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 | 10.2307/3345711 |
| OpenAlex | W2069250049 |
| Language | EN |
| Citations received | 18 |
| References cited | 15 |
Fifteen undergraduate music education majors who were enrolled in an introductory music education course constructed concept maps on the topic of “teacher effectiveness” prior to and following two microteachings. The Survey of Teaching Effectiveness (STE) and a time sampling procedure based on criteria from teacher-intensity (TI) research measured teaching performance. Conceptions of teaching effectiveness were examined from two perspectives: cognitive structure, measured by map scores, and conceptual understanding, based on qualitative data from maps, self-evaluations, and interviews. Quantitative results indicate that participants' cognitive structure did not change, nor did it correlate with their teaching performance. Qualitative results provide insight into how preservice teachers acquire conceptions of teaching effectiveness and suggest that microteachings in conjunction with concept mapping may help shape preservice music education teachers' understanding of what it means to teach
Cognition · Mathematics education · Microteaching · Music education · Pedagogy · Qualitative property · Qualitative research · Sociology · Teacher education · Teaching method · Computer Science · Diverse Music Education Insights · Neuroscience and Music Perception · Psychology · Teacher Education and Leadership Studies
Investigating the Roles of Pedagogical Content Knowledge in Music Education
Beyond the workshop
“We Are All Teachers Here”
Influences on teacher efficacy of preservice music educators
Why (not) be a music teacher? Exploring pre-service music teachers’ sources of concern regarding their future profession
The effective music teacher
Conductor Expressivity Affects Evaluation of Rehearsal Instruction
Examining Preservice Music Teacher Concerns in Peer- and Field-Teaching Settings
The Effect of Focus of Attention and Teaching Experience on Perceptions of Teaching Effectiveness and Student Learning
Turning Into Teachers
Evaluating the Psychometric Qualities of a Rating Scale to Assess Pre-Service Teachers’ Lesson Plan Development in the Context of a Secondary-Level Music Performance Classroom
Learning From Teaching Experience
A Grounded Theory of Preservice Music Educators’ Lesson Planning Processes Within Field Experience Methods Courses
Preservice String Teachers' Lesson-Planning Processes
Dewey’s Theory of Experience
The Influence of Video Reflection on Preservice Music Teachers’ Concerns in Peer- and Field-Teaching Settings
The Effect of Accuracy of Instruction, Teacher Delivery, and Student Attentiveness on Musicians' Evaluation of Teacher Effectiveness
Preservice Music Teachers’ Employment Preferences
Qualitative interviewing
Tracing conceptual change in preservice teachers
Measuring teachers' structural knowledge
Learning to teach
Assessing the link between teacher cognitions, teacher behaviors, and pupil responses to lessons
Structure and process in thinking about classroom management
Teaching Effectiveness and Social Skill Development
Effect of Teaching Setting and Self-Evaluation on Teacher Intensity Behaviors
Demonstration and Recognition of High and Low Contrasts in Teacher Intensity
Effect of Intensity Training on Preservice Teachers' Instruction Accuracy and Delivery Effectiveness
American Educational Research Journal, 1964-1968
Differences Among Teachers in a Task Characterized by Simultaneity, Multidimensional, and Immediacy
Qualitative Data Analysis
Expert and Novice Teacher Decision Making
What Is The Basic Teaching Skill
| Unique citing works | 18 |
|---|---|
| Citations per year | 0,78 |
| Citation span | 2003 - 2024 (22) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 18 |