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Preservice music teachers’ self-efficacy and concerns before and during student teaching
International Journal of Music Education ( IF 1.163 ) Pub Date : 2021-01-28 , DOI: 10.1177/0255761421990787
Bradley J Regier 1
Affiliation  

The purpose of this study was to investigate the experiences and contextual factors that influenced preservice music teachers’ self-efficacy and concerns from pre-student teaching to student teaching. Data were collected for this case study through an open-response questionnaire about participants’ (N = 4) efficacious teaching experiences, 10 weekly e-journal reflections written during pre-student teaching (n = 5 weeks) and student teaching placements (n = 5 weeks at 1 placement), interviews (n = 4), and my own researcher journal (n = 31 entries). Preservice teachers’ self-efficacy and concerns were most impacted by teaching experiences in familiar settings. Results indicated that participants made more comments about student-impact and self-survival concerns during student teaching than pre-student teaching. Further investigation revealed that participants consistently expressed concerns for classroom management during pre-student teaching and student teaching placements. Finding ways to expedite the developmental process could reduce the amount of time that preservice teachers focus on early contextual factors and instead identify ways to improve students’ music and academic performance.



中文翻译:

职前音乐老师在学生教学前后的自我效能感和关注点

这项研究的目的是调查影响从职前音乐教学到学生教学的职前音乐教师的自我效能和关注的经历和情境因素。通过针对参与者(N = 4)的有效教学经验,在预教学期间(n = 5周)进行的每周10次电子期刊反思(n = 5周)和学生教学安排(n = 1个实习期5周),访谈(n = 4)和我自己的研究者日记(n= 31个条目)。职前教师的自我效能感和担忧在熟悉的环境中受教学经验的影响最大。结果表明,与学生前教学相比,参与者在学生教学过程中对学生影响和自我生存问题的评论更多。进一步的调查表明,参与者在学前教学和学生教学实习期间一直对教室管理表示关注。寻找加快发展过程的方法可以减少职前教师专注于早期情境因素的时间,而可以找到改善学生音乐和学习成绩的方法。

更新日期:2021-01-29
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