Early Socialization and Opinions of Musicianship Among Preservice Music Teachers

Isbell, Daniel S.

doi:10.1177/1057083720928496

Cited by 8 publications

(4 citation statements)

References 29 publications

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“…Given the notion that experience is necessary for preservice teachers to reflect on their teaching and, thus, project those experiences to future teaching episodes, many colleges and universities provide students ACL opportunities in the form of field experiences. Previous music education researchers have cited the importance and impact on field experience in the development and socialization of preservice music teachers (Isbell, 2006; Paul et al, 2001). Because New Horizons ensemble members’ ability levels—and perhaps those of other community music ensembles—often reflect those of beginning and/or intermediate grade school students, teaching in such settings can represent a realistic avenue for preservice teachers to obtain meaningful field experiences that reflect future school music environments.…”

Section: Discussionmentioning

confidence: 99%

Preservice teachers’ experiences teaching an adult community music ensemble

Baughman

Baumgartner

2018

International Journal of Music Education

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The purpose of this study was to investigate the experiences of four preservice music teachers as leaders of adult chamber ensembles. Through examination of these teachers’ reflections, we sought to answer the following questions: (a) What impact does leading an adult chamber ensemble have on preservice teachers’ perceptions of their instructional behaviors? (b) Which specific instructional behaviors do preservice teachers focus upon when teaching adult learners? (c) How might preservice teachers project their experience teaching adult learners in a community music program to future experiences teaching in formal school settings? Four undergraduate music education majors at a large Midwestern university school of music in the USA participated in this study. Each participant served as a staff member for the university-sponsored New Horizons Band, teaching a weekly, 30-minute small ensemble rehearsal for eight consecutive weeks. Participant responses were examined four ways: (a) responses to a pre-questionnaire, (b) video diary entries, (c) interview transcript, and (d) responses to a post-questionnaire. Preservice teachers’ credited their experiences leading New Horizons chamber groups for their perceived development and mastery of specific instructional behaviors. Implications for music education include the need to engage preservice teachers’ in authentic teaching experiences, promoting transfer to future instructional settings.

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Section: Discussionmentioning

confidence: 99%

Preservice teachers’ experiences teaching an adult community music ensemble

Baughman

Baumgartner

2018

International Journal of Music Education

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“…The longitudinal records of both the novice teachers in this study illustrated their trajectories of academic literacy development and explained how these experiences had impacted their perceptions of their roles and identities in educational settings. Such perception, known as self-perception as teachers, refers to how teachers view or perceive themselves in their professional role as educators ( Isbell, 2008 ). Both subjects found that the pedagogical knowledge and theories they acquired in various courses informed their teaching methods and developed their identities as researcher-teachers in the classroom.…”

Section: Discussionmentioning

confidence: 99%

Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers

Chen,

Zhang,

Zheng

2023

Front. Psychol.

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Studies examining students’ academic literacy development have received increasing attention in the past two decades, with exponential growth in the literature since 2010. Despite this, there have been relatively few empirical studies on novice teachers’ academic literacy learning process and the construction of teachers’ professional identities. To address this issue, this study employed a longitudinal narrative inquiry to trace and evaluate the professional identity construction of two Chinese novice language teachers as they developed academic literacy in their master’s and doctoral programs in the United States. The study adopted a Community of Practice (CoP) framework and drew upon various data sources, such as both novice teachers’ coursework, reflection journals, statements of teaching philosophy, and other supplementary documents, to evaluate how each participant was socially engaged (or disengaged) in a new language education community and how they developed professional identities as language teachers in this process. The findings indicate that the pedagogical knowledge and theories acquired by both participants during their graduate studies informed their teaching methods and promoted their development of a researcher-teacher identity. In addition, the longitudinal data allowed for tracking changes in both participants’ self-efficacy and emotions. While the stories of both novice teachers described the evolution of their teaching beliefs throughout their graduate studies, their narratives also highlighted a lack of micropolitical literacy training at the graduate level. This study contributes to our understanding of the connection between academic literacy development and the formation of teacher professional identity by shedding light on novice language teachers with a non-native English-speaking background. The implications for future research are also provided.

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“…These findings contrast with a study of 138 preservice music teachers who were asked to share information about their early socialization and opinions of musicianship. 11 Their learning took place primarily in the large ensemble, on a single instrument, and they prioritized reading and analyzing music notation over improvisation, composing, or learning songs by ear.…”

Section: Developing Musicianshipmentioning

confidence: 99%

Developing Flexible Musicianship: Insights from Code-Switchers

Isbell

2023

Music Educators Journal

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Much like an effective speaker, a flexible musician is competent across multiple settings. The sociolinguistic theory of code-switching can be a useful tool to better understand how musicians acquire a set of skills and knowledge to support music-making in a range of activities in and outside of school and throughout society. In this article, readers learn about the specific skills and knowledge musical code-switchers rely on the most when moving among a diverse range of musical events. This article includes examples of how code-switching experiences can improve music classes, lessons, and rehearsals and support meaningful independent music-making.

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Early Socialization and Opinions of Musicianship Among Preservice Music Teachers

Cited by 8 publications

References 29 publications

Preservice teachers’ experiences teaching an adult community music ensemble

Preservice teachers’ experiences teaching an adult community music ensemble

Academic literacy development and professional identity construction in non-native English-speaking novice English language teachers

Developing Flexible Musicianship: Insights from Code-Switchers

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