Comparison of Pre-Service and Experienced Music Teachers' Interpretations of a Third-Grade General Music Lesson

The purpose of this study was to determine if there were differences between the number and type of teaching features identified by pre-service and experienced educators. Pre-service (n = 37) and experienced (n = 36) subjects (subjects with at least five years of teaching experience) were encouraged to take notes while they were shown a video of a third grade classroom music lesson. Subjects were then asked to write a narrative of the lesson referring to their notes. A significant difference was found in the number of teaching features identified with experienced subjects discussing twice as many as novice subjects (p = .0001). Data were grouped into three large categories (lesson, teacher, and student). There were also significant differences in the types of teaching features discussed within each group (p = .0001 for each group) with experienced teachers discussing up to three times as many teaching features as the pre-service teachers in the sub-categories of lesson content, teacher involvement, teacher feedback, and pace of lesson. Pre-service subjects identified more enthusiasm of teacher and appropriateness of lesson teaching features than the experienced subjects.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Music

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Goodman, James Anthony

Contributors dc:contributor

• Grashel, John

• Education, Teacher Training

Language dc:language

eng

Identifier

(MiAaPQ)AAI9921692

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/85864