Opinions of University Music Teachers on the Musical Competencies Necessary for Primary Education Teachers (original) (raw)
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2014
The aim of this research was to question the thesis about the amount of work experience not being proportional to the level of musical competences of primary school teachers, which leads to a conclusion about the necessity of high quality music education at faculties. Faculty education should provide future teachers with the knowledge and skills necessary for the implementation of successful music education in lower grades of primary schools. Also, it should become a basis for further education through different forms of life-long learning. In order to indicate a correspondence between the elements of teachers’ musical competences and the significant differences relevant to general variables, exploratory and descriptive types of research were used. A survey was carried out among 405 teachers in lower grades of primary school. The results have confirmed the assumption that there is no increase in the level of musical competences in relation to the length of work experience. However, ...
2022
In this study, it was aimed to determine the proficiency of primary school teachers in music courses. The case study model, which is among the qualitative research methods, was used in this research. In the process of collecting data; the expected teacher competencies in the primary school 1,2,3 and 4th grade music textbooks and the competencies gained in the music teaching course of the Higher Education Council 2018 primary school teaching undergraduate program were specified and compared. Within the scope of this research, interviews were conducted with eight music education experts who previously delivered music lessons in the primary school teaching department and the results of the interviews were analyzed. As a result of the research, it has been determined that 22 different competencies are expected for a primary school teacher to be able to conduct music lessons at all levels of primary schools, but the competencies by the undergraduate program do not provide the six of expected competencies. As a result of expert opinions, it was concluded that most of the expected competencies cannot be gained in a one-semester course period and accordingly a qualified education is not possible. The data obtained from the research were exhibited under the relevant headings and in the light of these results, suggestions were made regarding the current situation and the future of music education.
Self-evaluation of competence for teaching Music by the students of Class Teacher Studies
2017
This paper describes the study conducted in the Republic of Croatia during the 2012/13 academic year. The participants of the study were fourth year students of the class teacher studies (N = 307), who evaluated their own competence for teaching music. The goal was to determine if the music course syllabi at the class teacher studies develop the appropriate competences required by the students to teach music in primary education. The research study showed that the students are mostly unaware of how low their competences are, and consequently they assigned high marks to their competence for teaching music courses in primary education, for the general teaching performance and for each specific topic. The students have emphasized the need for more practical training, primarily regarding playing instruments and singing, and they pointed out the course Teaching Methods for Teaching Music as the key course for training future teachers to teach music. The musical competences of primary edu...
The Pedagogical Competences of Teachers of Theoretical Music Subjects in Croatia
odobna pedagogika - Journal of Contemporary Education Studies, 2023
Theoretical music subjects are present at all levels of the music school system. Their purpose is to provide the knowledge necessary for learning and mastering the language of music and improving one's overall understanding. Selecting appropriate teaching methods, procedures and strategies for the function and nature of theoretical music subjects primarily depend on a teacher's training and readiness to improve the educational process. This research, conducted during the second semester of 2018/2019, investigated the pedagogical competences of 101 teachers of theoretical music subjects in primary and secondary music schools located throughout seventeen counties in the Republic of Croatia. By conducting quantitative research, the results showed that teachers rated their pedagogical competence very highly. However, the results also showed that teachers expressed the need for personal and professional development; that is, advancement in teaching. It was also noticeable that the importance of maintaining quality relationships with students and supporting them increases with years of work experience, which indicates developed personal competences.
Musical Competencies and Challenges Experienced by Elementary School Teachers in Teaching Music
Psychology and Education: A Multidisciplinary Journal , 2023
This descriptive correlational study focused on the teachers' competency in music and the challenges experienced in teaching music. Complete enumeration was the sampling design used in this investigation. The study was conducted in the Municipality of Alamada in the Province of Cotabato, composed of 306 elementary school teachers. Results revealed that majority of the respondents are 31-40 years old, female, Master's Degree holders, and 3-10 years in service. They consider themselves moderately competent in basic knowledge, musical ability, and pedagogy of teaching music. They experienced challenges in the areas of imparting knowledge, strategies, instructional materials, and assessment; however, engagement in Continuous Professional Development (CPD) is one of their coping mechanisms utilized to address those challenges. It was revealed that there is no significant difference between the teacher's competency in teaching music by age group, sex, and length of service. Also, there is no significant difference between the teacher's competency in terms of musical ability and assessment when grouped according to the highest educational assessment. However, there is a significant difference between basic knowledge and assessment regarding teachers' highest educational attainment.
THE INITIAL TRAINING OF TEACHERS FOR MUSIC TEACHING IN PRIMARY SCHOOL
The first formalization of program lines concerning the introduction to musical education in primary school in Italy takes place in 1985 (D.P.R. of 12/02/1985). The next legal documents (D.L. of 19/02/04, n. 59; D.M. of 31/07/07) underline the formative importance of doing music and the quality of cognitive processes which are involved and activated in this experience. However, an incongruent problem had emerged since 1985 and it is still considered as such: the introduction of a professional figure owning specific competences has not been taken into account for musical education at school. The remarks on the educational effectiveness of various teachingmusical activities also highlight the differences and discrepancies between ministerial program lines and real curriculum. In fact, a recent study has underlined the absence of correspondence between students’ real learning and what is expected according to the Educational Programs of 1985 until the recent National Indications. The main difficulty consists in training teachers who are able to carry out this task. The problem of a music education also in a primary school can be only solved by a systematic and generalized utilization of specifically trained teachers. This statement dates back thirty years ago while the introduction of the degree course in Primary Education Sciences is relatively recent (For instance, this course has been activated since 1998-99 at the University of Salerno). The purpose of this study is to give an answer to the following question: what can be the pedagogical coordinates for the definition of a possible university studies curriculum for music teaching in primary school? A questionnaire, which has been submitted to 629 primary school teachers, has stressed a substantial inconsistency concerning the following factors: - the relation between awareness and competences owned by every teacher and the consequent effect in daily teaching activities; - every teacher’s idea about the importance of education, contents and professional competences which are essential in order to organize and carry out formative paths. These significant factors can be surely useful to identify some specific areas of competences that the students of the degree course in Primary Education Sciences should be able to acquire (or develop) in order to organize, plan and carry out a study path which can be coherent with the aims linked to the objective need of education. In fact, the quality of future teachers’ learning depends on the quality of the university formative offer. Since a learner is not a simple listener but he is able to manipulate and produce sound events, it is very important to give future teachers basic competences useful for music teaching.
A Thematic Review of the Studies on the Music Teacher Competencies in Turkey
International Education Studies, 2021
The first official works about the teacher competencies in Turkey were began in 1998 and many revisions made since then. In this framework, subject-specific competencies were prepared for some areas for primary education in 2008 and secondary education in 2011. This research aimed to review and analyze studies about music teacher competencies between 2008 and 2017 when music teacher competencies were in effect. For this purpose, the studies conducted during this period in Turkey were scanned, and the thematic content analysis was carried out within the framework of the method/design, sample group, data collection tools, aims, results, and recommendations. One of the research findings showed that the studies concerned were particularly related to the competency areas of planning and regulation, the theoretical-applied knowledge and skill, and professional development. Another finding pointed out that the vast majority of the studies employed a descriptive survey model. Last but not l...
COMPETENCIES OF TEACHERS TEACHING MUSIC
Research Gate, 2024
This study aimed to investigate the level of competency of teachers teaching music in the district of Santa Ana, Cagayan. A total of sixteen (16) respondents and purposively picked nine (9) to become informants in the interview is utilized for this study. Finding out the competency level of teachers teaching music in terms of their knowledge, skills, and behavior toward the subject is the study’s purpose. The researcher used mixed methods by utilizing self-assessment tools to measure content, skills, and behavior and the unstructured interview. Data are subjected to analysis using the SPSS calculations to compute for percentages, arithmetic mean, weighted mean, analysis of variance, and independent sample T-test. Results show that the teachers are proficient in content competency. They strongly agree with their competency in their behavior towards the subject. Moreover, results revealed that our teachers do not have the skill to play the organ or piano but have enough skills and ability to deliver learning. Further, interviews revealed issues and concerns that result in average and even poor content competency in certain areas. There is no significant difference between competency measured with age, years in teaching music, and attendance to music-related seminars and training. Recommendation for consideration in the creation of a music enrichment program for elementary teachers teaching music which will strengthen weak areas, and fill gaps for a great music teaching experience for both the teacher and learner is formulated from the results of this study. Keyword/s: competency of teachers, music education, teaching, recommendations for music enrichment program of teachers.
Peculiarities of Future Primary School Teachers’ Musical Competence
2019
Musical education belongs to significant spheres of personality development and human expression. Music develops human imagination, enhances the emotional experience, evokes the human ability to perceive the organised world of sounds and stimulates the esthetical experience of this world. Many studies have shown that the importance of musical education is more important for primary school pupils than in later years. If before this age, in the families or schools the music education is not given enough attention, the child loses a lot (musical receptiveness, specific visual thinking), and later this kind of abilities for various reasons (disharmony of physical, emotional development, etc.) are more suppressed. Therefore, much of significance must be devoted to the musical education of future primary school teachers. The research data from qualitative and quantitative study analysis have highlighted the peculiarities of musical and pedagogical psychological competencies of primary school teachers.
NWSA, 2019
The purpose of this research is to reveal the opinions of classroom teachers related to their levels of fullfillment of the competiencies in music classes. To this aim, screening model was used. The sample of the research consists of 300 classroom teachers working in primary schools in Diyarbakır-central province-during the acedemic year of 2008-2009. In order to obtain the data required, a questionnaire prepared by scanning the related literature and taking expert opinions was used. According to the results of the survey; it has been found that fullfillment level of competencies related to the planning phase is low and the lack of use of materials in the application phase is also noteworthy. It has also been determined that instrument training takes place at an "occasional" level and classroom teachers do not spend enough time on extracurricular activities such as organizing musical events and taking students to concerts, and organizing trips to the musical institutions and organizations within the surrounding area.