Experienced general music teachers’ instructional decision making

Abstract

The purpose of this descriptive study was to explore experienced general music teachers’ decision-making processes. Participants included seven experienced, American general music teachers who contributed their views during two phases of data collection: (1) responses to three classroom scenarios; and (2) in-depth, semi-structured, follow-up interviews. Analysis using a constructivist approach revealed that participants reported making distinct decisions during the planning, instruction, and reflection stages of teaching. During planning, their focus was on developing clear goals and objectives, encouraging a life-long love of music, and fostering responsible citizenship. During instruction, they made decisions guided by specific formal and informal methodologies to build on previously taught concepts and to support classroom management. After instruction, participants’ responses highlighted the importance of being flexible, their own professional development, and student assessment. While other studies have examined general music teachers’ instructional processes in methodology-specific practices, this study offers insights from experienced general music teachers regarding their decision-making processes when responding to classroom scenarios. Implications for future research include improving in-service teachers’ self-awareness, advancing professional development for experienced teachers, and enhancing the effectiveness of music teacher education programs.

Supporting Music Education in Elementary Schools in a Low-Income Rural Area

“…According to them, the positive impact of music on students' academic performance and everyday activities motivates their efforts. us, in supporting music in school programs, the following were considered: (i) Reasons for supporting music education (ii) Overcoming economic challenges (iii) Shared leadership Overall, in this study, participants' responses agreed with the literature that music education could help achieve visible learning results [6]. Likewise, offering music within the learning period during early childhood has the most probability of a positive effect [7][8][9].…”

“…us, sustaining an improved education with scarce resources in rural areas is challenging for instructional leaders, which demands determination and administrative abilities [4,5]. Consequently, those teaching music or seeking to support music education in their school programs must constantly be motivated and aware of policy changes and any resulting difficulties [2,6].…”

“…However, music education, within a flexible model, demands particular school conditions and managerial proficiency [20]. Consequently, instructional leaders are forced to expend considerable effort on administrative procedures supporting school music programs [6].…”

The Effect of Instruction Differentiation in Preventive Classroom Management Strategies on Early Childhood and Elementary Preservice Teachers’ Selected Behaviors in a Music Integration Course

“…Results also suggested that both the teacher and students found value and enjoyment in the CW-FIT and that this tool might be a useful classroom management tool for other classrooms. Also focused on a general music classroom, Johnson and Matthews (2017) conducted a descriptive study to examine experienced general music teachers' (N = 7) decision-making processes by means of their responses to three classroom scenarios and in-depth, semi-structured, follow-up interviews. Findings revealed themes including (a) having clear goals and objectives, (b) helping students develop a life-long love of music, (c) displaying responsible citizenship, (d) guiding instruction with specific methodologies, (e) building on previously taught concepts, (f) addressing classroom management, (g) embracing the importance of flexibility, (h) improving one's own professional development, and (i) assessing students' growth.…”

Collaborative Reflection-on-Action as a Catalyst for Change in Middle-Level General Music

“…Kodály" (p. 25), technology, or world musics into their practice, and several authors (Johnson & Matthews, 2017;Kuebel, 2017;Pelletier, 2013) found that elementary general music teachers relied on PD experiences and professional learning communities related to Orff-Schulwerk or Kodály.…”