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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 0000-0002-3596-2328)
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
FullText Text:
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  Data: Inservice Music Teachers' Vernacular Practices: A Self-Study of Curricular Application
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  Data: <searchLink fieldCode="AR" term="%22Nathan+B%2E+Kruse%22">Nathan B. Kruse</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3596-2328">0000-0002-3596-2328</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Music+Teacher+Education%22"><i>Journal of Music Teacher Education</i></searchLink>. 2024 33(2):29-47.
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  Data: 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
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  Data: 19
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Music+Teachers%22">Music Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Music+Education%22">Music Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Informal+Education%22">Informal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Music%22">Music</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink>
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  Data: 10.1177/10570837231182400
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  Data: 1057-0837<br />1945-0079
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2024
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        Type: general
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Classroom Techniques
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