Inservice Music Teachers' Vernacular Practices: A Self-Study of Curricular Application
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| Title: | Inservice Music Teachers' Vernacular Practices: A Self-Study of Curricular Application |
|---|---|
| Language: | English |
| Authors: | Nathan B. Kruse (ORCID |
| Source: | Journal of Music Teacher Education. 2024 33(2):29-47. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Early Childhood Education Preschool Education Elementary Education Kindergarten Primary Education Elementary Secondary Education |
| Descriptors: | Music Teachers, Music Education, Undergraduate Students, Teaching Methods, Teacher Attitudes, Teacher Education Programs, Informal Education, Barriers, Classroom Techniques, Educational Resources, Preschool Education, Kindergarten, Elementary Secondary Education, Preservice Teacher Education, Educational Change, Music, Curriculum Development |
| DOI: | 10.1177/10570837231182400 |
| ISSN: | 1057-0837 1945-0079 |
| Abstract: | The purpose of this self-study was to explore how a college-level vernacular music course might have played a part in shaping inservice music educators' teaching practices. Nineteen music teachers who graduated from the same teacher preparation program completed a 23-item researcher-constructed questionnaire that identified how they viewed, incorporated, and negotiated vernacular music practices in their classrooms. Overall, participants indicated that incorporating vernacular approaches in school music programs was important and that the vernacular music course positively impacted how they conceptualized music teaching. Participants reported including a wide variety of informal learning activities that involved technology, aural learning, and student-directed music projects. Conversely, participants identified time limitations, lack of resources, classroom management, and performance tensions as distinct challenges. Future directions include documenting turning points in students' vernacular learning, monitoring curricular changes in PK-12 music programs, and fortifying preservice music teachers' preparation in multimusical learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1407572 |
| Database: | ERIC |
| Abstract: | The purpose of this self-study was to explore how a college-level vernacular music course might have played a part in shaping inservice music educators' teaching practices. Nineteen music teachers who graduated from the same teacher preparation program completed a 23-item researcher-constructed questionnaire that identified how they viewed, incorporated, and negotiated vernacular music practices in their classrooms. Overall, participants indicated that incorporating vernacular approaches in school music programs was important and that the vernacular music course positively impacted how they conceptualized music teaching. Participants reported including a wide variety of informal learning activities that involved technology, aural learning, and student-directed music projects. Conversely, participants identified time limitations, lack of resources, classroom management, and performance tensions as distinct challenges. Future directions include documenting turning points in students' vernacular learning, monitoring curricular changes in PK-12 music programs, and fortifying preservice music teachers' preparation in multimusical learning. |
|---|---|
| ISSN: | 1057-0837 1945-0079 |
| DOI: | 10.1177/10570837231182400 |
