The Role of University Music Educators as Perceived by Public School Music Teachers

Legette, Roy M.

doi:10.1177/105708379900800205

Cited by 4 publications

(6 citation statements)

References 7 publications

(9 reference statements)

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“…The lack of maintaining connections with public schools was also evident in past research (Rohwer & Svec, 2013; Rutkowski et al, 2007; Rutkowski et al, 2013). The lack of expected interactions with public schools may explain the reported perceptions that university/college music education programs are “out-of-touch” with school music programs (Boardman, 1992; Kimpton, 2004; Legette, 1999; Morin, 2000; Orzolek, 2013). It could be that students entering doctoral programs already have sufficient public school backgrounds and thus may be considered highly qualified by universities.…”

Section: Discussionmentioning

confidence: 99%

“…Globally, institutions and individuals responsible for music teacher education have not been exempt from criticism regarding the preparation of preservice teachers (Asmus, 2001; Salazar & Randles, 2015; Soler, Quiles, & Hargreaves, 2015). For example, Legette (1999) found that public school music teachers in the United States perceived university/college music educators as out of touch with the realities of teaching. Later, in 2004, Kimpton criticized music teacher education for not providing leadership and research to develop new teaching models and collaborations between collegiate preservice programs and school districts.…”

mentioning

confidence: 99%

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Teaching teachers: Methods and experiences used in educating doctoral students to prepare preservice music educators

Kelly

VanWeelden

2016

International Journal of Music Education

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This investigation addressed methods and experiences used to educate doctoral music education students to work as university college professors. Selected faculty representing every institution offering a Ph.D. in music education in the United States and Canada ( N = 46) were sent an online questionnaire concerning (1) the extent respondents believed doctoral music education students should perform student/class observations, teach music education classes, supervise field-teaching experiences, participate in teacher-related activities, and participate in scholarly activities; and (2) whether respondents’ institutions had doctoral music education students perform student/class observations, teach music education classes, supervise field/student teaching experiences, participate in teacher-related activities, and participate in scholarly activities. Respondents strongly believed music education doctoral students should observe and assist in undergraduate classes, supervise field-teaching experiences, and conduct scholarly activities. Respondents placed less value on students interacting with public school teachers, teaching graduate music education courses, and participating in school/college committees. Respondents indicated their institutions did have students perform student/class observations, teach music education classes, supervise field-teaching experiences, participate in teacher-related activities, and participate in scholarly activities. However, interactions with public school teachers, teaching a graduate class, and participating in school/college committees were performed less.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Teaching teachers: Methods and experiences used in educating doctoral students to prepare preservice music educators

Kelly

VanWeelden

2016

International Journal of Music Education

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“…Some students valued the authenticity of working in actual schools since they felt some professors were out of touch with the realities of public schools, particularly those who are focused more on research than teaching (Legette, 1999).…”

Section: Current Research On Course Valuementioning

confidence: 98%

“…There has been some agreement that music educators have found student teaching and other real-world teaching experiences to be among the most valuable courses (Brophy, 2002; Conway, 2002; Hourigan & Scheib, 2009; Legette, 2013; Taylor, 1970), although early field experiences without a clear purpose were seen as less valuable (Taylor, 1970). Some students valued the authenticity of working in actual schools since they felt some professors were out of touch with the realities of public schools, particularly those who are focused more on research than teaching (Legette, 1999).…”

Section: Current Research On Course Valuementioning

confidence: 99%

Perceptions of Course Value and Issues of Specialization in Undergraduate Music Teacher Education Curricula

Groulx

2015

Journal of Music Teacher Education

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Music educators (n = 601) responded to a survey designed to investigate what undergraduate music education curricular changes might be desired to better serve the profession. Participants rated the value of the 20 most common types of courses in a music teacher education program. The highest rated courses were student teaching, ensembles, applied lessons, conducting, early field experiences, aural theory, and music theory, and the lowest rated were education courses and educational psychology. A content analysis of the data revealed common themes from participantsupplied course recommendations: technical skills, effective teaching, administrative skills, engaging in schools, support for career specialization, and preparation for a broader range of careers. The finding that approximately 83% of participants taught outside their area of specialization during their career supports recommendations to ensure at least fundamental preparation for more than one career track.

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“…Further investigation of public school teachers' perceptions of university music educators' effectiveness revealed that the majority of public school music teachers perceived university music teachers as having unrealistic expectations of and being out of touch with the teaching environments, characteristics, and interests of current public school music classrooms (Legette, 1999). Teachers felt that university music teacher educators would benefit from increased involvement in public school music classrooms (Hamann & Lawrence, 1994;Legette, 1999).…”

Section: Related Researchmentioning

confidence: 99%

A Descriptive Study of Cooperating Teachers’ Perceptions Regarding Student Teacher Preparation

Macleod¹,

Walter²

2011

Bulletin of the Council for Research in Music Education

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The purpose of this study was to investigate the perceptions of cooperating teachers regarding the level of preparedness of specific student teachers at the beginning of the student-teaching experience. Fifty-three secondary ensemble teachers (orchestra, band, and choir) completed a survey rating how prepared their most recent student teacher was in the areas of personal skills, teaching skills, and musical skills and provided feedback regarding the skill that needed the most attention from the university to improve music teacher preparation. Cooperating teachers rated student teachers similarly in all three categories. Differences were found between orchestra, band, and choir teachers relative to the skill that was selected in each category as needing the most attention. Orchestra and band teachers selected effective rehearsal pace, knowledge of subject matter, and secondary instrument skills as needing additional focus from university programs, while choral teachers selected piano skills and teaching and learning strategies as important areas to develop. Additional trends were noted between orchestra, band, and choral teachers and implications for music teacher education were discussed.

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The Role of University Music Educators as Perceived by Public School Music Teachers

Abstract: reflect the needfor music teacher educators to be betteracquaintedwith the realities ofthepublic school classroom and students.

Cited by 4 publications

References 7 publications

Teaching teachers: Methods and experiences used in educating doctoral students to prepare preservice music educators

Teaching teachers: Methods and experiences used in educating doctoral students to prepare preservice music educators

Perceptions of Course Value and Issues of Specialization in Undergraduate Music Teacher Education Curricula

A Descriptive Study of Cooperating Teachers’ Perceptions Regarding Student Teacher Preparation

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