Preparing Music Teachers in Brazil

Mateiro, Teresa

doi:10.1007/978-94-6091-503-1_7

Cited by 2 publications

(1 citation statement)

References 9 publications

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“…This need has been widely reported in research studies over many years, such as by Mills (1989), Hennessy (2000), Stunell (2006) and McCulloough (2006) in England, Stakelum (2008) in Ireland, Ballantyne (2007), Barton (2015) and Jeanneret (1997) in Australia, Bresler (1993) in the USA, and also in non-English speaking countries, such as Austria, Italy, Netherlands and Slovenia (Biassutti et al 2015), Portugal (Mota 2015), and Brazil (Mateiro 2011). Separately, it has been reported that one of the main underlying reasons for this persistent need is that generalist initial teacher education programs customarily provide limited opportunities for sustained pre-service education in music (e.g., Erhlin & Wallerstedt 2014;Gifford 1993;Hennessy 2017;Koutsoupidou 2010;Welch & Henley, 2014).…”

Section: Discussionmentioning

confidence: 85%

Strengthening music provision in early childhood education: a collaborative self-development approach to music mentoring for generalist teachers

Barrett

Zhukov

Welch

2019

Music Education Research

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This paper reports an evaluation of a pilot program of workplace music mentoring for generalist classroom teachers in eleven early childhood education settings in Australia. Mentoring in the arts in general and in music specifically is still under-researched despite a considerable body of literature on approaches to mentoring, and descriptions of mentoring practices and outcomes. The pilot program documented here was created to increase access to music education for Australian children through establishing mentoring relationships between experienced specialist music teachers and generalist classroom teachers. The program aimed to address a lack of music training during undergraduate teacher preparation and a perceived lack of confidence in music teaching and singing amongst generalist classroom teachers. The evaluation of the mentoring program included semi-structured interviews with ten principals, seven mentors and nineteen mentees regarding their experiences. Three researchers conducted the thematic analysis of transcripts independently and refined the emerging themes through iterative discussions. The findings demonstrate that the workplace music mentoring delivered positive outcomes, enriching schools' music curricula, structuring locally relevant programs, building resources, teacher music skills and confidence, and impacting positively on student learning and behaviour. The in-situ longitudinal mentoring model implemented expands on traditional approaches to professional development for in-service teachers of music through a collaborative self-development approach.

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Section: Discussionmentioning

confidence: 85%

Strengthening music provision in early childhood education: a collaborative self-development approach to music mentoring for generalist teachers

Barrett

Zhukov

Welch

2019

Music Education Research

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Problems, visions and concerns of pre-service music and general education teachers in Greece resulting from their teaching practice in music

Kokkidou

Dionyssiou

Androutsos

2014

Music Education Research

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This study explores music education teaching practice in Greece, collecting data from three university departments: two music departments (M1 and M2) and one primary education department (P) during the academic year 2006-2007. The project was based on data from 84 students (N = 84). Fieldwork in students' teaching practice comprised a selection of: (1) daily teaching plans, (2) students' self-evaluation diaries for each of their teaching lessons and (3) note-keeping from the regular meetings between the academic instructor and the students during the teaching practice period. Data from each of the three university departments are first described separately; then a comparison among the three departments is made, which is based on the following three strands: (1) what problems students faced, (2) what kind of help they needed the most and (3) what they gained out of their teaching practice.

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Preparing Music Teachers in Brazil

Cited by 2 publications

References 9 publications

Strengthening music provision in early childhood education: a collaborative self-development approach to music mentoring for generalist teachers

Strengthening music provision in early childhood education: a collaborative self-development approach to music mentoring for generalist teachers

Problems, visions and concerns of pre-service music and general education teachers in Greece resulting from their teaching practice in music

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