Preservice Music Teachers’ Descriptions of Successful and Unsuccessful Teachers

Abstract

The purpose of this study was to examine how undergraduate music education students identify, through a reflective writing exercise, the major characteristics of successful and unsuccessful teachers. We asked two research questions: (1) How did preservice music teachers describe successful and unsuccessful teachers (2) How did perceptions differ based on academic class and/or age? Using a written protocol, we collected data from 134 participants within three institutions and coded the data using figured worlds as a lens. The participants depicted successful teachers with rich description and highlighted interpersonal and intrapersonal aspects. The participants described unsuccessful teachers succinctly; characteristics that emerged included a lack of care and knowledge of students, inflexible teaching methods, and inconsistent standards. Implications for teacher education are proposed.

Supporting the Development of Agency in Music Teacher Education

“…Questioning may guide preservice teachers' attention, make connections between old and new experiences, and facilitate the construction of music teaching expectations. Additionally, guided field observations in a variety of contexts may introduce preservice teachers to habits or routines different from their personal experiences, which may expand their agentic choices through awareness of alternative pedagogical choices, repertoire, and classroom management approaches (Powell, 2016(Powell, /2017. These activities will become prior knowledge music teachers can refer back to when exerting iterative agency in the field.…”

“…Western classical music in the forms and repertoire of band, choir, and orchestra, which Allsup considered to be closed, is typically the center of most preservice teachers' past experiences and therefore their default vision for school music. However, closed forms may be appropriate in some schools and communities, inappropriate in others, or may need to be adapted according to contextual needs (Powell, 2016(Powell, /2017. Similarly, open forms, or de-authored, evolving genres such as hip-hop, may be relevant in some circumstances but not others.…”

“…In practical-evaluative agency, deliberation occurs as an individual weighs the influences on and potential outcomes of different actions after characterizing a problematic circumstance (Emirbayer & Mische, 1998). For example, "Abigail," a novice music teacher in Powell (2016Powell ( /2017, experienced identity conflict in her desire to be a band director while teaching general music. She felt separated from other ensemble directors in her state due to her teaching context of an inner-city school with a large African American student population.…”

The Aspects of Improving Teacher’s Professional Activity Oriented Towards the Learner’s Wellbeing and Success

“…Reflective teacher's thinking is of key importance in the proper choice of flexible teaching methods that meet the learners' needs. In their research conducted, Powell and Parker (2017) refer to an image of a successful teacher possessing qualities such as taking care of pupils, being honest, having a good sense of humour, being able to manage time and energy, feeling self-confident, being joyful, humble, patient and consistent in his/her professional activity. Besides, a successful music teacher does not distinguish between professional and everyday life.…”

Film Music Teaching Effect Evaluation from the Perspective of Audience Immersion

“…The weight of each element in the comparison matrix is defined. The consistency test and quantitative filling are completed (Powell & Parker, 2016).…”