Movement of Chinese Music Student Teachers Through Fuller and Bown Stages of Concern: A Comparison of Survey Ratings and Free Response.
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| Title: | Movement of Chinese Music Student Teachers Through Fuller and Bown Stages of Concern: A Comparison of Survey Ratings and Free Response. |
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| Authors: | Liu, Jing (AUTHOR), Killian, Janice (AUTHOR) |
| Source: | Journal of Research in Music Education. Jul2025, Vol. 73 Issue 2, p237-257. 21p. |
| Subjects: | Student teaching, Music teachers, Social context, Tutors & tutoring, Mixed methods research, Self-doubt |
| Abstract: | Student teaching is a critical element in music teacher preparation. Fuller and Bown's three-stage model of teacher concerns development has been widely utilized in the United States, but little is known about the development of concerns of Chinese preservice music teachers. Therefore, the purpose of this mixed-method study was to investigate Chinese student teachers' (N = 65) concerns and shift-of-concern patterns before and after student teaching. A rating survey translated to Chinese and written free responses were used to examine concerns. Both quantitative and qualitative data indicated that teaching experience, as predicted, notably decreased student teachers' self concerns. Analysis of written comments revealed that many concerns were context-specific, and thus we added a new category: social concerns, including legitimacy of music as a subject, physical work environment, and others. Comparisons between the two types of dependent measures showed notable differences. By ratings, task concerns were ranked significantly higher than self and student impact concerns both before and after student teaching. The written comments, however, revealed that Chinese student teachers had the most self concerns before student teaching but emphasized social concerns after student teaching. In-depth discussion includes emerging themes, cultural context, possible factors associated with concerns shifts, and implications for future research. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Music Education is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Student teaching is a critical element in music teacher preparation. Fuller and Bown's three-stage model of teacher concerns development has been widely utilized in the United States, but little is known about the development of concerns of Chinese preservice music teachers. Therefore, the purpose of this mixed-method study was to investigate Chinese student teachers' (N = 65) concerns and shift-of-concern patterns before and after student teaching. A rating survey translated to Chinese and written free responses were used to examine concerns. Both quantitative and qualitative data indicated that teaching experience, as predicted, notably decreased student teachers' self concerns. Analysis of written comments revealed that many concerns were context-specific, and thus we added a new category: social concerns, including legitimacy of music as a subject, physical work environment, and others. Comparisons between the two types of dependent measures showed notable differences. By ratings, task concerns were ranked significantly higher than self and student impact concerns both before and after student teaching. The written comments, however, revealed that Chinese student teachers had the most self concerns before student teaching but emphasized social concerns after student teaching. In-depth discussion includes emerging themes, cultural context, possible factors associated with concerns shifts, and implications for future research. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00224294 |
| DOI: | 10.1177/00224294241287521 |
