The Self-Expressed Professional Development Needs of Music Educators

Bowles, Chelcy

doi:10.1177/87551233020210020701

Cited by 46 publications

(64 citation statements)

References 10 publications

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“…The first article offered an overview of policy statements within NCLB regarding teacher professional development and suggested that "professional development is a foundation of NCLB and is cited quite often within its language" (2005a, 3). We then provided a literature review of all studies found in 2005 devoted to music teacher professional development-which numbered only four (Bowles 2002;Conway 2003; Music Educators National Conference [MENC] 2004; Price and Orman 2001). This article suggested a need for more research on professional development of arts educators and recommended that arts educators "be involved in the discussion regarding research of professional development and the definitions of scientific research" (2005a, 7).…”

Section: Overview Of Special Focus Issuementioning

confidence: 97%

Professional Development of Experienced Music Teachers: Special Focus Issue

Conway¹

2011

Arts Education Policy Review

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Section: Overview Of Special Focus Issuementioning

confidence: 97%

Professional Development of Experienced Music Teachers: Special Focus Issue

Conway¹

2011

Arts Education Policy Review

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“…These experiences largely involved individual choice as to what courses to take or what sessions to attend and would primarily deal with the subject-specific content of music. Topics emerging as beneficial for music teachers included technology, assessment, literature, standards, creativity, and grant writing (Bowles, 2003). Choice, tailoring PD based on individual needs, and subject-specific content were three criteria that were observed as critical for music teachers viewing PD as beneficial.…”

Section: Professional Development In Music Educationmentioning

confidence: 99%

Introducing Social Emotional Learning to Music Education Professional Development

Edgar

2013

Update: Applications of Research in Music Education

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There are more knowledge bases, skills, and dispositions that teachers need to have than can be covered in undergraduate music teacher education. One knowledge base that music teachers could benefit from, which is rarely covered in preservice teacher education, is social emotional learning (SEL) and techniques to implement it in their classrooms. Professional development (PD) can help provide career-long growth. The purpose of this article is to review literature on PD in relation to SEL techniques for music educators. Following an explanation of SEL, literature will be discussed in the areas of: (a) PD for teaching SEL techniques; (b) PD in general education, divided into subtopics of evaluation and effectiveness, reflective teaching as a PD experience, and collaboration as a PD experience; and (c) PD in music education. Implications and suggestions for SEL PD for music educators conclude this article.

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“…Specifically, from the viewpoint of music education, the importance of professional development has also had a longstanding emphasis within the profession (e.g. Bowles, 2003;Conway, Hibbard, Albert, & Hourigan, 2005;Walls, 2008;Wonkling & Henry, 1999). An early but important report of the Music Educators National Conference (MENC) Task Force on Music Teacher Education for the 1990s (Olson, 1987) devoted a chapter on planning for career growth which characterised professional development as a lifelong process for both pre-service and in-service teachers within the music context.…”

Section: Introductionmentioning

confidence: 99%

Early Childhood Teachers' Professional Development in Music: A Cross-Cultural Study

Yim

Ebbeck

2011

Australasian Journal of Early Childhood

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THis papEr dEals wiTH profEssional teacher development. It specifically focuses on a research study of early childhood teachers' views and involvement in teaching music to young children. It presents findings from a comparative study of 38 teachers in three childcare centres in the Hong Kong Special Administrative Region and 24 teachers in four childcare centres in South Australia. Two research questions are discussed and answered: (1) What are early childhood teachers' levels of involvement in professional development in music? (2) Are there any significant relationships, that is differences and commonalities, in the findings between teachers' levels of involvement in these two cultural contexts? A unique research tool entitled Teachers' Music Development Scale was devised to collect data and measure teachers' involvement in music development. Specific findings and their implications are presented in the paper.

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The Self-Expressed Professional Development Needs of Music Educators

Cited by 46 publications

References 10 publications

Professional Development of Experienced Music Teachers: Special Focus Issue

Professional Development of Experienced Music Teachers: Special Focus Issue

Introducing Social Emotional Learning to Music Education Professional Development

Early Childhood Teachers' Professional Development in Music: A Cross-Cultural Study

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