Education Is Growth: Exploring the Effectiveness and Practicality of Pre-Service Music Teacher Education in Northern China through Dewey's Lens
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| Title: | Education Is Growth: Exploring the Effectiveness and Practicality of Pre-Service Music Teacher Education in Northern China through Dewey's Lens |
|---|---|
| Language: | English |
| Authors: | Lin Fang (ORCID |
| Source: | SAGE Open. 2025 15(4). |
| 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: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Foreign Countries, Music Teachers, Elementary School Teachers, Secondary School Teachers, Teacher Education Programs, Goal Orientation, Reflection, Learning Theories, Teacher Attitudes, Educational Practices, Teaching Methods, Pedagogical Content Knowledge, Instructional Effectiveness |
| Geographic Terms: | China |
| DOI: | 10.1177/21582440251395198 |
| ISSN: | 2158-2440 |
| Abstract: | This study explores the effectiveness and practicality of pre-service music teacher education in northern China through the lens of Dewey's pragmatic educational theory, which emphasizes that education is life, growth, and transformation through experience. Dewey emphasized the importance of reflecting on educational experiences for teacher preparation. In this qualitative study, 15 in-service music teachers from elementary and secondary schools were interviewed about the value of their learning and teaching experiences. Findings reveal that teaching practice and subject content knowledge are perceived as the most valuable and effective components of music teacher education. However, the lack of structured practice mentoring and the limited practical relevance of teacher education courses emerged as significant challenges, hindering the development of teaching skills and professional confidence. The study highlights the importance of clear educational goals and teaching reflective ability in enhancing programs effectiveness. Drawing on Dewey's "Education as growth" theory, the study argues that meaningful learning occurs through the interaction of action and reflection, and that structured teaching experiences are essential for professional development. The results suggest that improving the quality of mentor support, increasing the practical relevance of teacher education courses, and fostering reflective and goal-oriented teaching strategies can significantly enhance the effectiveness of pre-service music teacher education. The study underscores the importance of contextualized practice and experiential continuity in supporting the professional development of future music educators and enhancing the sustainability of music education in society. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495883 |
| Database: | ERIC |
| Abstract: | This study explores the effectiveness and practicality of pre-service music teacher education in northern China through the lens of Dewey's pragmatic educational theory, which emphasizes that education is life, growth, and transformation through experience. Dewey emphasized the importance of reflecting on educational experiences for teacher preparation. In this qualitative study, 15 in-service music teachers from elementary and secondary schools were interviewed about the value of their learning and teaching experiences. Findings reveal that teaching practice and subject content knowledge are perceived as the most valuable and effective components of music teacher education. However, the lack of structured practice mentoring and the limited practical relevance of teacher education courses emerged as significant challenges, hindering the development of teaching skills and professional confidence. The study highlights the importance of clear educational goals and teaching reflective ability in enhancing programs effectiveness. Drawing on Dewey's "Education as growth" theory, the study argues that meaningful learning occurs through the interaction of action and reflection, and that structured teaching experiences are essential for professional development. The results suggest that improving the quality of mentor support, increasing the practical relevance of teacher education courses, and fostering reflective and goal-oriented teaching strategies can significantly enhance the effectiveness of pre-service music teacher education. The study underscores the importance of contextualized practice and experiential continuity in supporting the professional development of future music educators and enhancing the sustainability of music education in society. |
|---|---|
| ISSN: | 2158-2440 |
| DOI: | 10.1177/21582440251395198 |
