Perceived effects of the Master of Music in music education on P—12 teaching practice

Abstract

The purpose of this study was to examine teacher perceptions ( N = 9) of the effect of the Master of Music (MM) in Music Education degree on teaching practice and student (P—12) achievement. Research questions included: (1) How do graduates discuss the connections between their teaching practices and their coursework? (2) What changes in P—12 musical achievement do they perceive may be effects of graduate education? Data sources included: an online survey, participant journals, and individual interviews. All data sets were reviewed and coded for common themes. Findings suggest that participants discussed music performance, connecting research with practice, and a ‘re-interaction’ with undergraduate content as they drew connections between their MM studies and teaching practice. Participants did believe there was a relationship between the graduate degree and student achievement; however, they were unable to pinpoint a direct link. We also discuss: (1) the thesis or exam as a powerful connection between coursework and teaching practice; (2) the value of the community of learners in a MM program; and (3) questions regarding the development of an identity as a teacher/scholar.

Teacher research as professional development for P-12 music teachers

“…The experience extended beyond a one-shot professional development experience, and the university/ teacher collaboration was valued by all participants. The finding that teacher research was perceived as valuable (even by those who did not complete their projects) supports past music education research regarding the potential power of teachers doing research (Conway, Eros, and Stanley 2009;Conway andJeffers 2004a, 2004b;Roulston et al 2005).…”

Professional Development of Experienced Music Teachers: Special Focus Issue

“…Stanley's prior research has examined the influence of what she calls "collaborative teacher study groups" (CTSGs) on music teacher professional development ). She also served as a co-author with Eros and Conway on their seminal study of graduate education and its relationship to music teacher professional development (Conway, Eros, and Stanley 2009). Kristen Pellegrino's article, "Exploring the Benefits of Music-Making as Professional Development for Music Teachers," examines the role of music-making in the professional development of music teachers and provides an extensive overview of literature regarding music teacher presence.…”

“…Eros (Eros 2009), as well as graduate education and its relationship to music teacher professional development (Conway, Eros, and Stanley 2009).…”

Music Teacher Knowledge: An Examination of the Intersections Between Instrumental Music Teaching and Conducting

“…These factors may include, but are not limited to: the amount of time teaching, the pursuit of advanced degrees, and change of level and/or subject area (Eros, 2011). Conway and Edgar (2014) (Barrett, 2006;Conway, Eros, & Stanley, 2009). Barrett (2006) noted that this form of professional development provides classroom teachers with an opportunity to connect questions that arise in practice to the theories that inform practice.…”